Bill Amendment: IL SB3156 | 2023-2024 | 103rd General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCH CD-VARIOUS

Status: 2024-08-02 - Public Act . . . . . . . . . 103-0780 [SB3156 Detail]

Download: Illinois-2023-SB3156-Senate_Amendment_001.html

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Sen. Adriane Johnson

Filed: 3/21/2024

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AMENDMENT TO SENATE BILL 3156
AMENDMENT NO. ______. Amend Senate Bill 3156 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing
Sections 2-3.47a, 2-3.66, 2-3.170, 10-17a, 10-20.12a,
10-20.17a, 10-20.56, 10-22.24b, 10-27.1A, 10-27.1B, 13A-8,
13B-45, 13B-50, 13B-50.10, 13B-50.15, 18-8.15, 21B-45, 21B-50,
26-2, 27-22.2, and 34-8.05 as follows:
(105 ILCS 5/2-3.47a)
Sec. 2-3.47a. Strategic plan.
(a) The State Board of Education shall develop and
maintain a continuing comprehensive strategic plan for
elementary and secondary education. The strategic plan shall
address how the State Board of Education will focus its
efforts to increase equity in all Illinois schools and shall
include, without limitation, all of the following topic areas:

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(1) Service and support to school districts to improve
student performance.
(2) Programs to improve equitable and strategic
resource allocation in all schools.
(3) Efforts to enhance the social-emotional well-being
of Illinois students.
(4) (Blank).
(5) (Blank).
(6) (Blank).
(7) (Blank).
(8) (Blank).
(9) (Blank).
(10) (Blank).
(11) (Blank).
(12) (Blank).
(13) (Blank).
(14) Attraction and retention of diverse and qualified
teachers and leaders.
(15) (Blank).
The State Board of Education shall consult with the
educational community, hold public hearings, and receive input
from all interested groups in drafting the strategic plan.
(b) To meet the requirements of this Section, the State
Board of Education shall issue to the Governor and General
Assembly a preliminary report within 6 months after the
effective date of this amendatory Act of the 93rd General

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Assembly and a final 5-year strategic plan within one year
after the effective date of this amendatory Act of the 93rd
General Assembly. Thereafter, the State Board shall annually
review the strategic plan and, if necessary, update its
contents. The State Board shall provide updates regarding the
topic areas contained in the strategic plan and any updates to
its contents, if applicable, shall be updated and issued to
the Governor and General Assembly on or before July 1 of each
year.
(Source: P.A. 102-539, eff. 8-20-21.)
(105 ILCS 5/2-3.66) (from Ch. 122, par. 2-3.66)
Sec. 2-3.66. Truants' alternative and optional education
programs. To establish projects to offer modified
instructional programs or other services designed to prevent
students from dropping out of school, including programs
pursuant to Section 2-3.41, and to serve as a part time or full
time option in lieu of regular school attendance and to award
grants to local school districts, educational service regions
or community college districts from appropriated funds to
assist districts in establishing such projects. The education
agency may operate its own program or enter into a contract
with another not-for-profit entity to implement the program.
The projects shall allow dropouts, up to and including age 21,
potential dropouts, including truants, uninvolved, unmotivated
and disaffected students, as defined by State Board of

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Education rules and regulations, to enroll, as an alternative
to regular school attendance, in an optional education program
which may be established by school board policy and is in
conformance with rules adopted by the State Board of
Education. Truants' Alternative and Optional Education
programs funded pursuant to this Section shall be planned by a
student, the student's parents or legal guardians, unless the
student is 18 years or older, and school officials and shall
culminate in an individualized optional education plan. Such
plan shall focus on academic or vocational skills, or both,
and may include, but not be limited to, evening school, summer
school, community college courses, adult education,
preparation courses for high school equivalency testing,
vocational training, work experience, programs to enhance self
concept and parenting courses. School districts which are
awarded grants pursuant to this Section shall be authorized to
provide day care services to children of students who are
eligible and desire to enroll in programs established and
funded under this Section, but only if and to the extent that
such day care is necessary to enable those eligible students
to attend and participate in the programs and courses which
are conducted pursuant to this Section. School districts,
intermediate service centers, and regional offices of
education may claim general State aid under Section 18-8.05 or
evidence-based funding under Section 18-8.15 for students
enrolled in truants' alternative and optional education

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programs, provided that such students are receiving services
that are supplemental to a program leading to a high school
diploma and are otherwise eligible to be claimed for general
State aid under Section 18-8.05 or evidence-based funding
under Section 18-8.15, as applicable.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/2-3.170)
Sec. 2-3.170. Property tax relief pool grants.
(a) As used in this Section,
"EAV" means equalized assessed valuation as defined under
Section 18-8.15 of this Code.
"Property tax multiplier" equals one minus the square of
the school district's Local Capacity Percentage, as defined in
Section 18-8.15 of this Code.
"Local capacity percentage multiplier" means one minus the
school district's Local Capacity Percentage, as defined in
Section 18-8.15.
"State Board" means the State Board of Education.
(b) Subject to appropriation, the State Board shall
provide grants to eligible school districts that provide tax
relief to the school district's residents, which may be no
greater than 1% of EAV for a unit district, 0.69% of EAV for an
elementary school district, or 0.31% of EAV for a high school
district, as provided in this Section.
(b-5) School districts may apply for property tax relief

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under this Section concurrently to setting their levy for the
fiscal year. The intended relief may not be greater than 1% of
the EAV for a unit district, 0.69% of the EAV for an elementary
school district, or 0.31% of the EAV for a high school
district, multiplied by the school district's local capacity
percentage multiplier. The State Board shall process
applications for relief, providing a grant to those districts
with the highest adjusted operating tax rate, as determined by
those districts with the highest percentage of the simple
average adjusted operating tax rate of districts of the same
type, either elementary, high school, or unit, first, in an
amount equal to the intended relief multiplied by the property
tax multiplier. The State Board shall provide grants to school
districts in order of priority until the property tax relief
pool is exhausted. If more school districts apply for relief
under this subsection than there are funds available, the
State Board must distribute the grants and prorate any
remaining funds to the final school district that qualifies
for grant relief. The abatement amount for that district must
be equal to the grant amount divided by the property tax
multiplier.
If a school district receives the State Board's approval
of a grant under this Section by March 1 of the fiscal year,
the school district shall present a duly authorized and
approved abatement resolution by March 30 of the fiscal year
to the county clerk of each county in which the school files

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its levy, authorizing the county clerk to lower the school
district's levy by the amount designated in its application to
the State Board. When the preceding requisites are satisfied,
the county clerk shall reduce the amount collected for the
school district by the amount indicated in the school
district's abatement resolution for that fiscal year.
(c) (Blank).
(d) School districts seeking grants under this Section
shall apply to the State Board each year. All applications to
the State Board for grants shall include the amount of the tax
relief intended by the school district.
(e) Each year, based on the most recent available data
provided by school districts pursuant to Section 18-8.15 of
this Code, the State Board shall calculate the order of
priority for grant eligibility under subsection (b-5) and
publish a list of the school districts eligible for relief.
The State Board shall provide grants in the manner provided
under subsection (b-5).
(f) The State Board shall publish a final list of eligible
grant recipients and provide payment of the grants by March 1
of each year.
(g) If notice of eligibility from the State Board is
received by a school district by March 1, then by March 30, the
school district shall file an abatement of its property tax
levy in an amount equal to the grant received under this
Section divided by the property tax multiplier. Payment of all

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grant amounts shall be made by June 1 each fiscal year. The
State Superintendent of Education shall establish the timeline
in such cases in which notice cannot be made by March 1.
(h) The total property tax relief allowable to a school
district under this Section shall be calculated based on the
total amount of reduction in the school district's aggregate
extension. The total grant shall be equal to the reduction,
multiplied by the property tax multiplier. The reduction shall
be equal to 1% of a district's EAV for a unit school district,
0.69% for an elementary school district, or 0.31% for a high
school district, multiplied by the school district's local
capacity percentage multiplier.
(i) If the State Board does not expend all appropriations
allocated pursuant to this Section, then any remaining funds
shall be allocated pursuant to Section 18-8.15 of this Code.
(j) The State Board shall prioritize payments under
Section 18-8.15 of this Code over payments under this Section,
if necessary.
(k) Any grants received by a school district shall be
included in future calculations of that school district's Base
Funding Minimum under Section 18-8.15 of this Code. Beginning
with Fiscal Year 2020, if a school district receives a grant
under this Section, the school district must present to the
county clerk a duly authorized and approved abatement
resolution by March 30 for the year in which the school
district receives the grant and the successive fiscal year

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following the receipt of the grant, authorizing the county
clerk to lower the school district's levy by the amount
designated in its original application to the State Board.
After receiving a resolution, the county clerk must reduce the
amount collected for the school district by the amount
indicated in the school district's abatement resolution for
that fiscal year. If a school district does not abate in this
amount for the successive fiscal year, the grant amount may
not be included in the school district's Base Funding Minimum
under Section 18-8.15 in the fiscal year following the tax
year in which the abatement is not authorized and in any future
fiscal year thereafter, and the county clerk must notify the
State Board of the increase no later 30 days after it occurs.
(l) In the immediate 2 consecutive tax years following
receipt of a Property Tax Pool Relief Grant, the aggregate
extension base of any school district receiving a grant under
this Section, for purposes of the Property Tax Extension
Limitation Law, shall include the tax relief the school
district provided in the previous taxable year under this
Section.
(Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18;
100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff.
6-18-20.)
(105 ILCS 5/10-17a)
Sec. 10-17a. State, school district, and school report

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cards; Expanded High School Snapshot Report.
(1) By October 31, 2013 and October 31 of each subsequent
school year, the State Board of Education, through the State
Superintendent of Education, shall prepare a State report
card, school district report cards, and school report cards,
and shall by the most economical means provide to each school
district in this State, including special charter districts
and districts subject to the provisions of Article 34, the
report cards for the school district and each of its schools.
Because of the impacts of the COVID-19 public health emergency
during school year 2020-2021, the State Board of Education
shall have until December 31, 2021 to prepare and provide the
report cards that would otherwise be due by October 31, 2021.
During a school year in which the Governor has declared a
disaster due to a public health emergency pursuant to Section
7 of the Illinois Emergency Management Agency Act, the report
cards for the school districts and each of its schools shall be
prepared by December 31.
(2) In addition to any information required by federal
law, the State Superintendent shall determine the indicators
and presentation of the school report card, which must
include, at a minimum, the most current data collected and
maintained by the State Board of Education related to the
following:
(A) school characteristics and student demographics,
including average class size, average teaching experience,

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student racial/ethnic breakdown, and the percentage of
students classified as low-income; the percentage of
students classified as English learners, the number of
students who graduate from a bilingual or English learner
program, and the number of students who graduate from,
transfer from, or otherwise leave bilingual programs; the
percentage of students who have individualized education
plans or 504 plans that provide for special education
services; the number and the percentage of all students in
grades kindergarten through 8, disaggregated by the
student students demographics described in this paragraph
(A), in each of the following categories: (i) those who
have been assessed for placement in a gifted education
program or accelerated placement, (ii) those who have
enrolled in a gifted education program or in accelerated
placement, and (iii) for each of categories (i) and (ii),
those who received direct instruction from a teacher who
holds a gifted education endorsement; the number and the
percentage of all students in grades 9 through 12,
disaggregated by the student demographics described in
this paragraph (A), who have been enrolled in an advanced
academic program; the percentage of students scoring at
the "exceeds expectations" level on the assessments
required under Section 2-3.64a-5 of this Code; the
percentage of students who annually transferred in or out
of the school district; average daily attendance; the

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per-pupil operating expenditure of the school district;
and the per-pupil State average operating expenditure for
the district type (elementary, high school, or unit);
(B) curriculum information, including, where
applicable, Advanced Placement, International
Baccalaureate or equivalent courses, dual credit courses,
foreign language classes, computer science courses, school
personnel resources (including Career Technical Education
teachers), before and after school programs,
extracurricular activities, subjects in which elective
classes are offered, health and wellness initiatives
(including the average number of days of Physical
Education per week per student), approved programs of
study, awards received, community partnerships, and
special programs such as programming for the gifted and
talented, students with disabilities, and work-study
students;
(C) student outcomes, including, where applicable, the
percentage of students deemed proficient on assessments of
State standards, the percentage of students in the eighth
grade who pass Algebra, the percentage of students who
participated in workplace learning experiences, the
percentage of students enrolled in post-secondary
institutions (including colleges, universities, community
colleges, trade/vocational schools, and training programs
leading to career certification within 2 semesters of high

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school graduation), the percentage of students graduating
from high school who are college and career ready, the
percentage of graduates enrolled in community colleges,
colleges, and universities who are in one or more courses
that the community college, college, or university
identifies as a developmental course, and the percentage
of students with disabilities under the federal
Individuals with Disabilities Education Act and Article 14
of this Code who have fulfilled the minimum State
graduation requirements set forth in Section 27-22 of this
Code and have been issued a regular high school diploma;
(D) student progress, including, where applicable, the
percentage of students in the ninth grade who have earned
5 credits or more without failing more than one core
class, a measure of students entering kindergarten ready
to learn, a measure of growth, and the percentage of
students who enter high school on track for college and
career readiness;
(E) the school environment, including, where
applicable, high school dropout rate by grade level, the
percentage of students with less than 10 absences in a
school year, the percentage of teachers with less than 10
absences in a school year for reasons other than
professional development, leaves taken pursuant to the
federal Family Medical Leave Act of 1993, long-term
disability, or parental leaves, the 3-year average of the

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percentage of teachers returning to the school from the
previous year, the number of different principals at the
school in the last 6 years, the number of teachers who hold
a gifted education endorsement, the process and criteria
used by the district to determine whether a student is
eligible for participation in a gifted education program
or advanced academic program and the manner in which
parents and guardians are made aware of the process and
criteria, the number of teachers who are National Board
Certified Teachers, disaggregated by race and ethnicity, 2
or more indicators from any school climate survey selected
or approved by the State and administered pursuant to
Section 2-3.153 of this Code, with the same or similar
indicators included on school report cards for all surveys
selected or approved by the State pursuant to Section
2-3.153 of this Code, the combined percentage of teachers
rated as proficient or excellent in their most recent
evaluation, and, beginning with the 2022-2023 school year,
data on the number of incidents of violence that occurred
on school grounds or during school-related activities and
that resulted in an out-of-school suspension, expulsion,
or removal to an alternative setting, as reported pursuant
to Section 2-3.162;
(F) a school district's and its individual schools'
balanced accountability measure, in accordance with
Section 2-3.25a of this Code;

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(G) the total and per pupil normal cost amount the
State contributed to the Teachers' Retirement System of
the State of Illinois in the prior fiscal year for the
school's employees, which shall be reported to the State
Board of Education by the Teachers' Retirement System of
the State of Illinois;
(H) for a school district organized under Article 34
of this Code only, State contributions to the Public
School Teachers' Pension and Retirement Fund of Chicago
and State contributions for health care for employees of
that school district;
(I) a school district's Final Percent of Adequacy, as
defined in paragraph (4) of subsection (f) of Section
18-8.15 of this Code;
(J) a school district's Local Capacity Target, as
defined in paragraph (2) of subsection (c) of Section
18-8.15 of this Code, displayed as a percentage amount;
(K) a school district's Real Receipts, as defined in
paragraph (1) of subsection (d) of Section 18-8.15 of this
Code, divided by a school district's Adequacy Target, as
defined in paragraph (1) of subsection (b) of Section
18-8.15 of this Code, displayed as a percentage amount;
(L) a school district's administrative costs;
(M) whether or not the school has participated in the
Illinois Youth Survey. In this paragraph (M), "Illinois
Youth Survey" means a self-report survey, administered in

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school settings every 2 years, designed to gather
information about health and social indicators, including
substance abuse patterns and the attitudes of students in
grades 8, 10, and 12;
(N) whether the school offered its students career and
technical education opportunities; and
(O) beginning Beginning with the October 2024 report
card, the total number of school counselors, school social
workers, school nurses, and school psychologists by
school, district, and State, the average number of
students per school counselor in the school, district, and
State, the average number of students per school social
worker in the school, district, and State, the average
number of students per school nurse in the school,
district, and State, and the average number of students
per school psychologist in the school, district, and
State.
The school report card shall also provide information that
allows for comparing the current outcome, progress, and
environment data to the State average, to the school data from
the past 5 years, and to the outcomes, progress, and
environment of similar schools based on the type of school and
enrollment of low-income students, special education students,
and English learners.
As used in this subsection (2):
"Accelerated placement" has the meaning ascribed to that

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term in Section 14A-17 of this Code.
"Administrative costs" means costs associated with
executive, administrative, or managerial functions within the
school district that involve planning, organizing, managing,
or directing the school district.
"Advanced academic program" means a course of study,
including, but not limited to, accelerated placement, advanced
placement coursework, International Baccalaureate coursework,
dual credit, or any course designated as enriched or honors,
that a student is enrolled in based on advanced cognitive
ability or advanced academic achievement compared to local age
peers and in which the curriculum is substantially
differentiated from the general curriculum to provide
appropriate challenge and pace.
"Computer science" means the study of computers and
algorithms, including their principles, their hardware and
software designs, their implementation, and their impact on
society. "Computer science" does not include the study of
everyday uses of computers and computer applications, such as
keyboarding or accessing the Internet.
"Gifted education" means educational services, including
differentiated curricula and instructional methods, designed
to meet the needs of gifted children as defined in Article 14A
of this Code.
For the purposes of paragraph (A) of this subsection (2),
"average daily attendance" means the average of the actual

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number of attendance days during the previous school year for
any enrolled student who is subject to compulsory attendance
by Section 26-1 of this Code at each school and charter school.
(2.5) For any school report card prepared after July 1,
2025, for all high school graduation completion rates that are
reported on the school report card as required under this
Section or by any other State or federal law, the State
Superintendent of Education shall also report the percentage
of students who did not meet the requirements of high school
graduation completion for any reason and, of those students,
the percentage that are classified as students who fulfill the
requirements of Section 14-16 of this Code.
The State Superintendent shall ensure that for the
2023-2024 school year there is a specific code for districts
to report students who fulfill the requirements of Section
14-16 of this Code to ensure accurate reporting under this
Section.
All reporting requirements under this subsection (2.5)
shall be included on the school report card where high school
graduation completion rates are reported, along with a brief
explanation of how fulfilling the requirements of Section
14-16 of this Code is different from receiving a regular high
school diploma.
(3) At the discretion of the State Superintendent, the
school district report card shall include a subset of the
information identified in paragraphs (A) through (E) of

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subsection (2) of this Section, as well as information
relating to the operating expense per pupil and other finances
of the school district, and the State report card shall
include a subset of the information identified in paragraphs
(A) through (E) and paragraph (N) of subsection (2) of this
Section. The school district report card shall include the
average daily attendance, as that term is defined in
subsection (2) of this Section, of students who have
individualized education programs and students who have 504
plans that provide for special education services within the
school district.
(4) Notwithstanding anything to the contrary in this
Section, in consultation with key education stakeholders, the
State Superintendent shall at any time have the discretion to
amend or update any and all metrics on the school, district, or
State report card.
(5) Annually, no more than 30 calendar days after receipt
of the school district and school report cards from the State
Superintendent of Education, each school district, including
special charter districts and districts subject to the
provisions of Article 34, shall present such report cards at a
regular school board meeting subject to applicable notice
requirements, post the report cards on the school district's
Internet web site, if the district maintains an Internet web
site, make the report cards available to a newspaper of
general circulation serving the district, and, upon request,

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send the report cards home to a parent (unless the district
does not maintain an Internet web site, in which case the
report card shall be sent home to parents without request). If
the district posts the report card on its Internet web site,
the district shall send a written notice home to parents
stating (i) that the report card is available on the web site,
(ii) the address of the web site, (iii) that a printed copy of
the report card will be sent to parents upon request, and (iv)
the telephone number that parents may call to request a
printed copy of the report card.
(6) Nothing contained in Public Act 98-648 repeals,
supersedes, invalidates, or nullifies final decisions in
lawsuits pending on July 1, 2014 (the effective date of Public
Act 98-648) in Illinois courts involving the interpretation of
Public Act 97-8.
(7) As used in this subsection (7):
"Advanced Advanced-track coursework or programs" means any
high school courses, sequence of courses, or class or grouping
of students organized to provide more rigorous, enriched,
advanced, accelerated, gifted, or above grade-level
instruction. This may include, but is not limited to, Advanced
Placement courses, International Baccalaureate courses,
honors, weighted, advanced, or enriched courses, or gifted or
accelerated programs, classrooms, or courses.
"Course" means any high school class or course offered by
a school that is assigned a school course code by the State

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Board of Education.
"High school" means a school that maintains any of grades
9 through 12.
"English learner coursework or English learner program"
means a high school English learner course or program
designated to serve English learners, who may be designated as
English language learners or limited English proficiency
learners.
"Standard coursework or programs" means any high school
courses or classes other than advanced advanced-track
coursework or programs, English learner coursework or
programs, or special education coursework or programs.
By December October 31, 2027 and by December October 31 of
each subsequent year, the State Board of Education, through
the State Superintendent of Education, shall prepare a
stand-alone report covering all public high schools in this
State, to be referred to as the Expanded High School
Coursework Snapshot Report. The State Board shall post the
Report on the State Board's Internet website. Each school
district with a high school enrollment for the reporting year
shall include on the school district's Internet website, if
the district maintains an Internet website, a hyperlink to the
Report on the State Board's Internet website titled "Expanded
High School Coursework Snapshot Report". Hyperlinks under this
subsection (7) shall be displayed in a manner that is easily
accessible to the public.

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The Expanded High School Coursework Snapshot Report shall
include:
(A) a listing of all standard coursework or programs
that have offered by a high school student enrollment;
(B) a listing of all advanced advanced-track
coursework or programs that have offered by a high school
student enrollment;
(C) a listing of all English learner coursework or
programs that have high school student enrollment by
English learners offered by a high school;
(D) a listing of all special education coursework or
programs that have high school student enrollment by
students with disabilities offered by a high school;
(E) data tables and graphs comparing advanced
advanced-track coursework or programs enrollment with
standard coursework or programs enrollment according to
the following parameters:
(i) the average years of experience of all
teachers in a high school who are assigned to teach
advanced advanced-track coursework or programs
compared with the average years of experience of all
teachers in the high school who are assigned to teach
standard coursework or programs;
(ii) the average years of experience of all
teachers in a high school who are assigned to teach
special education coursework or programs that have

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high school enrollment by students with disabilities
compared with the average years of experience of all
teachers in the high school who are not assigned to
teach standard coursework or programs that have high
school student enrollment by students with
disabilities;
(iii) the average years of experience of all
teachers in a high school who are assigned to teach
English learner coursework or programs that have high
school student enrollment by English learners compared
with the average years of experience of all teachers
in the high school who are not assigned to teach
standard coursework or programs that have high school
student enrollment by English learners;
(iv) the number of high school teachers who
possess bachelor's degrees, master's degrees, or
higher doctorate degrees and who are assigned to teach
advanced coursework advanced -track courses or
programs compared with the number of teachers who
possess bachelor's degrees, master's degrees, or
higher doctorate degrees and who are assigned to teach
standard coursework or programs;
(v) the number of high school teachers who possess
bachelor's degrees, master's degrees, or higher
doctorate degrees and who are assigned to teach
special education coursework or programs that have

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high school student enrollment by students with
disabilities compared with the number of teachers who
possess bachelor's degrees, master's degrees, or
higher doctorate degrees and who are not assigned to
teach standard coursework or programs that have high
school student enrollment by students with
disabilities;
(vi) the number of high school teachers who
possess bachelor's degrees, master's degrees, or
higher doctorate degrees and who are assigned to teach
English learner coursework or programs that have high
school student enrollment by English learners compared
with the number of teachers who possess bachelor's
degrees, master's degrees, or higher doctorate degrees
and who are not assigned to teach standard coursework
or programs that have high school student enrollment
by English learners;
(vii) the average student enrollment and class
size of advanced advanced-track coursework or programs
offered in a high school compared with the average
student enrollment and class size of standard
coursework or programs;
(viii) the percentages of high school students,
delineated by race, gender, and program student group,
who are enrolled in advanced advanced-track coursework
or programs in a high school compared with the gender

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of students enrolled in standard coursework or
programs;
(ix) (blank); the percentages of students
delineated by gender who are enrolled in special
education coursework or programs in a high school
compared with the percentages of students enrolled in
standard coursework or programs;
(x) (blank); the percentages of students
delineated by gender who are enrolled in English
learner coursework or programs in a high school
compared with the gender of students enrolled in
standard coursework or programs;
(xi) (blank); the percentages of high school
students in each individual race and ethnicity
category, as defined in the most recent federal
decennial census, who are enrolled in advanced-track
coursework or programs compared with the percentages
of students in each individual race and ethnicity
category enrolled in standard coursework or programs;
(xii) (blank); the percentages of high school
students in each of the race and ethnicity categories,
as defined in the most recent federal decennial
census, who are enrolled in special education
coursework or programs compared with the percentages
of students in each of the race and ethnicity
categories who are enrolled in standard coursework or

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programs;
(xiii) (blank); the percentages of high school
students in each of the race and ethnicity categories,
as defined in the most recent federal decennial
census, who are enrolled in English learner coursework
or programs in a high school compared with the
percentages of high school students in each of the
race and ethnicity categories who are enrolled in
standard coursework or programs;
(xiv) the percentage of high school students, by
race, gender, and program student group, who earn
reach proficiency (the equivalent of a C grade or
higher on a grade A through F scale) in one or more
advanced advanced-track coursework or programs
compared with the percentage of high school students,
by race, gender, and program student group, who earn
proficiency (the equivalent of a C grade or higher on a
grade A through F scale) in one or more standard
coursework or programs;
(xv) (blank); the percentage of high school
students who reach proficiency (the equivalent of a C
grade or higher on a grade A through F scale) in
special education coursework or programs compared with
the percentage of high school students who earn
proficiency (the equivalent of a C grade or higher on a
grade A through F scale) in standard coursework or

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programs; and
(xvi) (blank); and the percentage of high school
students who reach proficiency (the equivalent of a C
grade or higher on a grade A through F scale) in
English learner coursework or programs compared with
the percentage of high school students who earn
proficiency (the equivalent of a C grade or higher on a
grade A through F scale) in standard coursework or
programs; and
(F) data tables and graphs for each race and ethnicity
category, as defined in the most recent federal decennial
census, and gender category, as defined in the most recent
federal decennial census, describing:
(i) the total student number and student
percentage for of Advanced Placement courses taken by
race and ethnicity category and gender category, as
defined in the most recent federal decennial census;
(ii) the total student number and student
percentage for of International Baccalaureate courses
taken by race and ethnicity category and gender
category, as defined in the most recent federal
decennial census;
(iii) (blank); for each race and ethnicity
category and gender category, as defined in the most
recent federal decennial census, the percentage of
high school students enrolled in Advanced Placement

10300SB3156sam001 - 28 - LRB103 36143 RJT 70979 a
courses;
(iv) (blank); and for each race and ethnicity
category and gender category, as defined in the most
recent federal decennial census, the percentage of
high school students enrolled in International
Baccalaureate courses; and
(v) for each race and ethnicity category, as
defined in the most recent federal decennial census,
the total student number and student percentage of
high school students who earn a score of 3 or higher on
the Advanced Placement exam associated with an
Advanced Placement course.
For data on teacher experience and education under this
subsection (7), a teacher who teaches a combination of courses
designated as advanced advanced-track coursework or programs,
courses or programs that have high school student enrollment
by English learners learner coursework or programs, or
standard coursework or programs shall be included in all
relevant categories and the teacher's level of experience
shall be added to the categories.
(Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
7-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,
eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
revised 9-12-23.)

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(105 ILCS 5/10-20.12a) (from Ch. 122, par. 10-20.12a)
Sec. 10-20.12a. Tuition for non-resident pupils.
(a) To charge non-resident pupils who attend the schools
of the district tuition in an amount not exceeding 110% of the
per capita cost of maintaining the schools of the district for
the preceding school year.
Such per capita cost shall be computed by dividing the
total cost of conducting and maintaining the schools of the
district by the average daily attendance, including tuition
pupils. Depreciation on the buildings and equipment of the
schools of the district, and the amount of annual depreciation
on such buildings and equipment shall be dependent upon the
useful life of such property.
The tuition charged shall in no case exceed 110% of the per
capita cost of conducting and maintaining the schools of the
district attended, as determined with reference to the most
recent audit prepared under Section 3-7 which is available at
the commencement of the current school year. Non-resident
pupils attending the schools of the district for less than the
school term shall have their tuition apportioned, however
pupils who become non-resident during a school term shall not
be charged tuition for the remainder of the school term in
which they became non-resident pupils.
Notwithstanding the provisions of this Section, a school
district may adopt a policy to waive tuition costs for a
non-resident pupil who if the pupil is the a child of a

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district employee if the district adopts a policy approving
such waiver. For purposes of this paragraph, "child" means a
district employee's child who is a biological child, adopted
child, foster child, stepchild, or a child for which the
employee serves as a legal guardian.
(b) Unless otherwise agreed to by the parties involved and
where the educational services are not otherwise provided for,
educational services for an Illinois student under the age of
21 (and not eligible for services pursuant to Article 14 of
this Code) in any residential program shall be provided by the
district in which the facility is located and financed as
follows. The cost of educational services shall be paid by the
district in which the student resides in an amount equal to the
cost of providing educational services in the residential
facility. Payments shall be made by the district of the
student's residence and shall be made to the district wherein
the facility is located no less than once per month unless
otherwise agreed to by the parties.
The funding provision of this subsection (b) applies to
all Illinois students under the age of 21 (and not eligible for
services pursuant to Article 14 of this Code) receiving
educational services in residential facilities, irrespective
of whether the student was placed therein pursuant to this
Code or the Juvenile Court Act of 1987 or by an Illinois public
agency or a court. The changes to this subsection (b) made by
this amendatory Act of the 95th General Assembly apply to all

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placements in effect on July 1, 2007 and all placements
thereafter. For purposes of this subsection (b), a student's
district of residence shall be determined in accordance with
subsection (a) of Section 10-20.12b of this Code. The
placement of a student in a residential facility shall not
affect the residency of the student. When a dispute arises
over the determination of the district of residence under this
subsection (b), any person or entity, including without
limitation a school district or residential facility, may make
a written request for a residency decision to the State
Superintendent of Education, who, upon review of materials
submitted and any other items or information he or she may
request for submission, shall issue his or her decision in
writing. The decision of the State Superintendent of Education
is final.
(Source: P.A. 103-111, eff. 6-29-23.)
(105 ILCS 5/10-20.17a) (from Ch. 122, par. 10-20.17a)
Sec. 10-20.17a. Hazardous materials training. To enhance
the safety of pupils and staff by providing in-service
training programs on the safe handling and use of hazardous or
toxic materials for personnel in the district who work with
such materials on a regular basis. Such programs may shall be
identified approved by the State Board of Education, in
consultation with the Illinois Department of Public Health,
for use by school boards in implementing this Section.

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(Source: P.A. 84-1294.)
(105 ILCS 5/10-20.56)
Sec. 10-20.56. E-learning days.
(a) The State Board of Education shall establish and
maintain, for implementation in school districts, a program
for use of electronic-learning (e-learning) days, as described
in this Section. School districts may utilize a program
approved under this Section for use during remote learning
days and blended remote learning days under Section 10-30 or
34-18.66.
(b) The school board of a school district may, by
resolution, adopt a research-based program or research-based
programs for e-learning days district-wide that shall permit
student instruction to be received electronically while
students are not physically present in lieu of the district's
scheduled emergency days as required by Section 10-19 of this
Code or because a school was selected to be a polling place
under Section 11-4.1 of the Election Code. The research-based
program or programs may not exceed the minimum number of
emergency days in the approved school calendar and must be
verified annually by the regional office of education or
intermediate service center for the school district before the
implementation of any e-learning days in that school year on
or before September 1st annually to ensure access for all
students. The regional office of education or intermediate

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service center shall ensure that the specific needs of all
students are met, including special education students and
English learners, and that all mandates are still met using
the proposed research-based program. The e-learning program
may utilize the Internet, telephones, texts, chat rooms, or
other similar means of electronic communication for
instruction and interaction between teachers and students that
meet the needs of all learners. The e-learning program shall
address the school district's responsibility to ensure that
all teachers and staff who may be involved in the provision of
e-learning have access to any and all hardware and software
that may be required for the program. If a proposed program
does not address this responsibility, the school district must
propose an alternate program.
(c) Before its adoption by a school board, the school
board must hold a public hearing on a school district's
initial proposal for an e-learning program or for renewal of
such a program, at a regular or special meeting of the school
board, in which the terms of the proposal must be
substantially presented and an opportunity for allowing public
comments must be provided. Notice of such public hearing must
be provided at least 10 days prior to the hearing by:
(1) publication in a newspaper of general circulation
in the school district;
(2) written or electronic notice designed to reach the
parents or guardians of all students enrolled in the

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school district; and
(3) written or electronic notice designed to reach any
exclusive collective bargaining representatives of school
district employees and all those employees not in a
collective bargaining unit.
(d) The regional office of education or intermediate
service center for the school district must timely verify that
a proposal for an e-learning program has met the requirements
specified in this Section and that the proposal contains
provisions designed to reasonably and practicably accomplish
the following:
(1) to ensure and verify at least 5 clock hours of
instruction or school work, as required under Section
10-19.05, for each student participating in an e-learning
day;
(2) to ensure access from home or other appropriate
remote facility for all students participating, including
computers, the Internet, and other forms of electronic
communication that must be utilized in the proposed
program;
(2.5) to ensure that non-electronic materials are made
available to students participating in the program who do
not have access to the required technology or to
participating teachers or students who are prevented from
accessing the required technology;
(3) to ensure appropriate learning opportunities for

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students with special needs;
(4) to monitor and verify each student's electronic
participation;
(5) to address the extent to which student
participation is within the student's control as to the
time, pace, and means of learning;
(6) to provide effective notice to students and their
parents or guardians of the use of particular days for
e-learning;
(7) to provide staff and students with adequate
training for e-learning days' participation;
(8) to ensure an opportunity for any collective
bargaining negotiations with representatives of the school
district's employees that would be legally required,
including all classifications of school district employees
who are represented by collective bargaining agreements
and who would be affected in the event of an e-learning
day;
(9) to review and revise the program as implemented to
address difficulties confronted; and
(10) to ensure that the protocol regarding general
expectations and responsibilities of the program is
communicated to teachers, staff, and students at least 30
days prior to utilizing an e-learning day in a school
year.
The school board's approval of a school district's initial

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e-learning program and renewal of the e-learning program shall
be for a term of 3 school years, beginning with the first
school year in which the program was approved and verified by
the regional office of education or intermediate service
center for the school district.
(d-5) A school district shall pay to its contractors who
provide educational support services to the district,
including, but not limited to, custodial, transportation, or
food service providers, their daily, regular rate of pay or
billings rendered for any e-learning day that is used because
a school was selected to be a polling place under Section
11-4.1 of the Election Code, except that this requirement does
not apply to contractors who are paid under contracts that are
entered into, amended, or renewed on or after March 15, 2022 or
to contracts that otherwise address compensation for such
e-learning days.
(d-10) A school district shall pay to its employees who
provide educational support services to the district,
including, but not limited to, custodial employees, building
maintenance employees, transportation employees, food service
providers, classroom assistants, or administrative staff,
their daily, regular rate of pay and benefits rendered for any
school closure or e-learning day if the closure precludes them
from performing their regularly scheduled duties and the
employee would have reported for work but for the closure,
except this requirement does not apply if the day is

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rescheduled and the employee will be paid their daily, regular
rate of pay and benefits for the rescheduled day when services
are rendered.
(d-15) A school district shall make full payment that
would have otherwise been paid to its contractors who provide
educational support services to the district, including, but
not limited to, custodial, building maintenance,
transportation, food service providers, classroom assistants,
or administrative staff, their daily, regular rate of pay and
benefits rendered for any school closure or e-learning day if
any closure precludes them from performing their regularly
scheduled duties and employees would have reported for work
but for the closure. The employees who provide the support
services covered by such contracts shall be paid their daily
bid package rates and benefits as defined by their local
operating agreements or collective bargaining agreements,
except this requirement does not apply if the day is
rescheduled and the employee will be paid their daily, regular
rate of pay and benefits for the rescheduled day when services
are rendered.
(d-20) A school district shall make full payment or
reimbursement to an employee or contractor as specified in
subsection (d-10) or (d-15) of this Section for any school
closure or e-learning day in the 2021-2022 school year that
occurred prior to the effective date of this amendatory Act of
the 102nd General Assembly if the employee or contractor did

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not receive pay or was required to use earned paid time off,
except this requirement does not apply if the day is
rescheduled and the employee will be paid their daily, regular
rate of pay and benefits for the rescheduled day when services
are rendered.
(e) The State Board of Education may adopt rules
consistent with the provision of this Section.
(f) For purposes of subsections (d-10), (d-15), and (d-20)
of this Section:
"Employee" means anyone employed by a school district on
or after the effective date of this amendatory Act of the 102nd
General Assembly.
"School district" includes charter schools established
under Article 27A of this Code, but does not include the
Department of Juvenile Justice School District.
(Source: P.A. 101-12, eff. 7-1-19; 101-643, eff. 6-18-20;
102-584, eff. 6-1-22; 102-697, eff. 4-5-22.)
(105 ILCS 5/10-22.24b)
(Text of Section before amendment by P.A. 103-542)
Sec. 10-22.24b. School counseling services. School
counseling services in public schools may be provided by
school counselors as defined in Section 10-22.24a of this Code
or by individuals who hold a Professional Educator License
with a school support personnel endorsement in the area of
school counseling under Section 21B-25 of this Code.

10300SB3156sam001 - 39 - LRB103 36143 RJT 70979 a
School counseling services may include, but are not
limited to:
(1) designing and delivering a comprehensive school
counseling program through a standards-based,
data-informed program that promotes student achievement
and wellness;
(2) (blank); incorporating the common core language
into the school counselor's work and role;
(3) school counselors working as culturally skilled
professionals who act sensitively to promote social
justice and equity in a pluralistic society;
(4) providing individual and group counseling;
(5) providing a core counseling curriculum that serves
all students and addresses the knowledge and skills
appropriate to their developmental level through a
collaborative model of delivery involving the school
counselor, classroom teachers, and other appropriate
education professionals, and including prevention and
pre-referral activities;
(6) making referrals when necessary to appropriate
offices or outside agencies;
(7) providing college and career development
activities and counseling;
(8) developing individual career plans with students,
which includes planning for post-secondary education, as
appropriate, and engaging in related and relevant career

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and technical education coursework in high school as
described in paragraph (55);
(9) assisting all students with a college or
post-secondary education plan, which must include a
discussion on all post-secondary education options,
including 4-year colleges or universities, community
colleges, and vocational schools, and includes planning
for post-secondary education, as appropriate, and engaging
in related and relevant career and technical education
coursework in high school as described in paragraph (55);
(10) (blank); intentionally addressing the career and
college needs of first generation students;
(11) educating all students on scholarships, financial
aid, and preparation of the Federal Application for
Federal Student Aid;
(12) collaborating with institutions of higher
education and local community colleges so that students
understand post-secondary education options and are ready
to transition successfully;
(13) providing crisis intervention and contributing to
the development of a specific crisis plan within the
school setting in collaboration with multiple
stakeholders;
(14) providing educational opportunities for educating
students, teachers, and parents on mental health anxiety,
depression, cutting, and suicide issues and intervening

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with students who present with these issues;
(15) providing counseling and other resources to
students who are in crisis;
(16) working to address barriers that prohibit or
limit access providing resources for those students who do
not have access to mental health services;
(17) addressing bullying and conflict resolution with
all students;
(18) teaching communication skills and helping
students develop positive relationships;
(19) using culturally sensitive skills in working with
all students to promote wellness;
(20) working to address addressing the needs of all
undocumented students with regard to citizenship status in
the school, as well as students who are legally in the
United States, but whose parents are undocumented;
(21) (blank); contributing to a student's functional
behavioral assessment, as well as assisting in the
development of non-aversive behavioral intervention
strategies;
(22) providing academic, social-emotional, and college
and career supports to all students irrespective of
special education or Section 504 status (i) assisting
students in need of special education services by
implementing the academic supports and social-emotional
and college or career development counseling services or

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interventions per a student's individualized education
program (IEP); (ii) participating in or contributing to a
student's IEP and completing a social-developmental
history; or (iii) providing services to a student with a
disability under the student's IEP or federal Section 504
plan, as recommended by the student's IEP team or Section
504 plan team and in compliance with federal and State
laws and rules governing the provision of educational and
related services and school-based accommodations to
students with disabilities and the qualifications of
school personnel to provide such services and
accommodations;
(23) assisting students in goal setting and success
skills for classroom behavior, study skills, test
preparation, internal motivation, and intrinsic rewards
the development of a personal educational plan with each
student;
(24) (blank); educating students on dual credit and
learning opportunities on the Internet;
(25) providing information for all students in the
selection of courses that will lead to post-secondary
education opportunities toward a successful career;
(26) interpreting achievement test results and guiding
students in appropriate directions;
(27) (blank); counseling with students, families, and
teachers, in compliance with federal and State laws;

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(28) providing families with opportunities for
education and counseling as appropriate in relation to the
student's educational assessment;
(29) consulting and collaborating with teachers and
other school personnel regarding behavior management and
intervention plans and inclusion in support of students;
(30) teaming and partnering with staff, parents,
businesses, and community organizations to support student
achievement and social-emotional learning standards for
all students;
(31) developing and implementing school-based
prevention programs, including, but not limited to,
mediation and violence prevention, implementing social and
emotional education programs and services, and
establishing and implementing bullying prevention and
intervention programs;
(32) developing culturally sensitive assessment
instruments for measuring school counseling prevention and
intervention effectiveness and collecting, analyzing, and
interpreting data;
(33) participating on school and district committees
to advocate for student programs and resources, as well as
establishing a school counseling advisory council that
includes representatives of key stakeholders selected to
review and advise on the implementation of the school
counseling program;

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(34) acting as a liaison between the public schools
and community resources and building relationships with
important stakeholders, such as families, administrators,
teachers, and board members;
(35) maintaining organized, clear, and useful records
in a confidential manner consistent with Section 5 of the
Illinois School Student Records Act, the Family
Educational Rights and Privacy Act, and the Health
Insurance Portability and Accountability Act;
(36) presenting an annual agreement to the
administration, including a formal discussion of the
alignment of school and school counseling program missions
and goals and detailing specific school counselor
responsibilities;
(37) identifying and implementing culturally sensitive
measures of success for student competencies in each of
the 3 domains of academic, social and emotional, and
college and career learning based on planned and periodic
assessment of the comprehensive developmental school
counseling program;
(38) collaborating as a team member in Multi-Tiered
Systems of Support Response to Intervention (RtI) and
other school initiatives;
(39) conducting observations and participating in
recommendations or interventions regarding the placement
of children in educational programs or special education

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classes;
(40) analyzing data and results of school counseling
program assessments, including curriculum, small-group,
and closing-the-gap results reports, and designing
strategies to continue to improve program effectiveness;
(41) analyzing data and results of school counselor
competency assessments;
(42) following American School Counselor Association
Ethical Standards for School Counselors to demonstrate
high standards of integrity, leadership, and
professionalism;
(43) using student competencies to assess student
growth and development to inform decisions regarding
strategies, activities, and services that help students
achieve the highest academic level possible knowing and
embracing common core standards by using common core
language;
(44) practicing as a culturally skilled school
counselor by infusing the multicultural competencies
within the role of the school counselor, including the
practice of culturally sensitive attitudes and beliefs,
knowledge, and skills;
(45) infusing the Social-Emotional Standards, as
presented in the State Board of Education standards,
across the curriculum and in the counselor's role in ways
that empower and enable students to achieve academic

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success across all grade levels;
(46) providing services only in areas in which the
school counselor has appropriate training or expertise, as
well as only providing counseling or consulting services
within his or her employment to any student in the
district or districts which employ such school counselor,
in accordance with professional ethics;
(47) having adequate training in supervision knowledge
and skills in order to supervise school counseling interns
enrolled in graduate school counselor preparation programs
that meet the standards established by the State Board of
Education;
(48) being involved with State and national
professional associations;
(49) participating, at least once every 2 years, in an
in-service training program for school counselors
conducted by persons with expertise in domestic and sexual
violence and the needs of expectant and parenting youth,
which shall include training concerning (i) communicating
with and listening to youth victims of domestic or sexual
violence and expectant and parenting youth, (ii)
connecting youth victims of domestic or sexual violence
and expectant and parenting youth to appropriate in-school
services and other agencies, programs, and services as
needed, and (iii) implementing the school district's
policies, procedures, and protocols with regard to such

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youth, including confidentiality; at a minimum, school
personnel must be trained to understand, provide
information and referrals, and address issues pertaining
to youth who are parents, expectant parents, or victims of
domestic or sexual violence;
(50) participating, at least every 2 years, in an
in-service training program for school counselors
conducted by persons with expertise in anaphylactic
reactions and management;
(51) participating, at least once every 2 years, in an
in-service training on educator ethics, teacher-student
conduct, and school employee-student conduct for all
personnel;
(52) participating, in addition to other topics at
in-service training programs, in training to identify the
warning signs of mental illness and suicidal behavior in
adolescents and teenagers and learning appropriate
intervention and referral techniques;
(53) (blank); obtaining training to have a basic
knowledge of matters relating to acquired immunodeficiency
syndrome (AIDS), including the nature of the disease, its
causes and effects, the means of detecting it and
preventing its transmission, and the availability of
appropriate sources of counseling and referral and any
other information that may be appropriate considering the
age and grade level of the pupils; the school board shall

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supervise such training and the State Board of Education
and the Department of Public Health shall jointly develop
standards for such training;
(54) (blank); and participating in mandates from the
State Board of Education for bullying education and
social-emotional literacy; and
(55) promoting career and technical education by
assisting each student to determine an appropriate
postsecondary plan based upon the student's skills,
strengths, and goals and assisting the student to
implement the best practices that improve career or
workforce readiness after high school.
School districts may employ a sufficient number of school
counselors to maintain the national and State recommended
student-counselor ratio of 250 to 1. School districts may have
school counselors spend at least 80% of his or her work time in
direct contact with students.
Nothing in this Section prohibits other qualified
professionals, including other endorsed school support
personnel, from providing the services listed in this Section.
(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
(Text of Section after amendment by P.A. 103-542)
Sec. 10-22.24b. School counseling services. School
counseling services in public schools may be provided by
school counselors as defined in Section 10-22.24a of this Code

10300SB3156sam001 - 49 - LRB103 36143 RJT 70979 a
or by individuals who hold a Professional Educator License
with a school support personnel endorsement in the area of
school counseling under Section 21B-25 of this Code.
School counseling services may include, but are not
limited to:
(1) designing and delivering a comprehensive school
counseling program through a standards-based,
data-informed program that promotes student achievement
and wellness;
(2) (blank); incorporating the common core language
into the school counselor's work and role;
(3) school counselors working as culturally skilled
professionals who act sensitively to promote social
justice and equity in a pluralistic society;
(4) providing individual and group counseling;
(5) providing a core counseling curriculum that serves
all students and addresses the knowledge and skills
appropriate to their developmental level through a
collaborative model of delivery involving the school
counselor, classroom teachers, and other appropriate
education professionals, and including prevention and
pre-referral activities;
(6) making referrals when necessary to appropriate
offices or outside agencies;
(7) providing college and career development
activities and counseling;

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(8) developing individual career plans with students,
which includes planning for post-secondary education, as
appropriate, and engaging in related and relevant career
and technical education coursework in high school as
described in paragraph (55);
(9) assisting all students with a college or
post-secondary education plan, which must include a
discussion on all post-secondary education options,
including 4-year colleges or universities, community
colleges, and vocational schools, and includes planning
for post-secondary education, as appropriate, and engaging
in related and relevant career and technical education
coursework in high school as described in paragraph (55);
(10) (blank); intentionally addressing the career and
college needs of first generation students;
(11) educating all students on scholarships, financial
aid, and preparation of the Federal Application for
Federal Student Aid;
(12) collaborating with institutions of higher
education and local community colleges so that students
understand post-secondary education options and are ready
to transition successfully;
(13) providing crisis intervention and contributing to
the development of a specific crisis plan within the
school setting in collaboration with multiple
stakeholders;

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(14) providing educational opportunities for educating
students, teachers, and parents on mental health anxiety,
depression, cutting, and suicide issues and intervening
with students who present with these issues;
(15) providing counseling and other resources to
students who are in crisis;
(16) working to address barriers that prohibit or
limit access providing resources for those students who do
not have access to mental health services;
(17) addressing bullying and conflict resolution with
all students;
(18) teaching communication skills and helping
students develop positive relationships;
(19) using culturally sensitive skills in working with
all students to promote wellness;
(20) working to address addressing the needs of all
undocumented students with regard to citizenship status in
the school, as well as students who are legally in the
United States, but whose parents are undocumented;
(21) (blank); contributing to a student's functional
behavioral assessment, as well as assisting in the
development of non-aversive behavioral intervention
strategies;
(22) providing academic, social-emotional, and college
and career supports to all students irrespective of
special education or Section 504 status; (i) assisting

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students in need of special education services by
implementing the academic supports and social-emotional
and college or career development counseling services or
interventions per a student's individualized education
program (IEP); (ii) participating in or contributing to a
student's IEP and completing a social-developmental
history; or (iii) providing services to a student with a
disability under the student's IEP or federal Section 504
plan, as recommended by the student's IEP team or Section
504 plan team and in compliance with federal and State
laws and rules governing the provision of educational and
related services and school-based accommodations to
students with disabilities and the qualifications of
school personnel to provide such services and
accommodations;
(23) assisting students in goal setting and success
skills for classroom behavior, study skills, test
preparation, internal motivation, and intrinsic rewards
the development of a personal educational plan with each
student;
(24) (blank); educating students on dual credit and
learning opportunities on the Internet;
(25) providing information for all students in the
selection of courses that will lead to post-secondary
education opportunities toward a successful career;
(26) interpreting achievement test results and guiding

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students in appropriate directions;
(27) (blank); counseling with students, families, and
teachers, in compliance with federal and State laws;
(28) providing families with opportunities for
education and counseling as appropriate in relation to the
student's educational assessment;
(29) consulting and collaborating with teachers and
other school personnel regarding behavior management and
intervention plans and inclusion in support of students;
(30) teaming and partnering with staff, parents,
businesses, and community organizations to support student
achievement and social-emotional learning standards for
all students;
(31) developing and implementing school-based
prevention programs, including, but not limited to,
mediation and violence prevention, implementing social and
emotional education programs and services, and
establishing and implementing bullying prevention and
intervention programs;
(32) developing culturally sensitive assessment
instruments for measuring school counseling prevention and
intervention effectiveness and collecting, analyzing, and
interpreting data;
(33) participating on school and district committees
to advocate for student programs and resources, as well as
establishing a school counseling advisory council that

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includes representatives of key stakeholders selected to
review and advise on the implementation of the school
counseling program;
(34) acting as a liaison between the public schools
and community resources and building relationships with
important stakeholders, such as families, administrators,
teachers, and board members;
(35) maintaining organized, clear, and useful records
in a confidential manner consistent with Section 5 of the
Illinois School Student Records Act, the Family
Educational Rights and Privacy Act, and the Health
Insurance Portability and Accountability Act;
(36) presenting an annual agreement to the
administration, including a formal discussion of the
alignment of school and school counseling program missions
and goals and detailing specific school counselor
responsibilities;
(37) identifying and implementing culturally sensitive
measures of success for student competencies in each of
the 3 domains of academic, social and emotional, and
college and career learning based on planned and periodic
assessment of the comprehensive developmental school
counseling program;
(38) collaborating as a team member in Multi-Tiered
Systems of Support Response to Intervention (RtI) and
other school initiatives;

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(39) conducting observations and participating in
recommendations or interventions regarding the placement
of children in educational programs or special education
classes;
(40) analyzing data and results of school counseling
program assessments, including curriculum, small-group,
and closing-the-gap results reports, and designing
strategies to continue to improve program effectiveness;
(41) analyzing data and results of school counselor
competency assessments;
(42) following American School Counselor Association
Ethical Standards for School Counselors to demonstrate
high standards of integrity, leadership, and
professionalism;
(43) using student competencies to assess student
growth and development to inform decisions regarding
strategies, activities, and services that help students
achieve the highest academic level possible knowing and
embracing common core standards by using common core
language;
(44) practicing as a culturally skilled school
counselor by infusing the multicultural competencies
within the role of the school counselor, including the
practice of culturally sensitive attitudes and beliefs,
knowledge, and skills;
(45) infusing the Social-Emotional Standards, as

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presented in the State Board of Education standards,
across the curriculum and in the counselor's role in ways
that empower and enable students to achieve academic
success across all grade levels;
(46) providing services only in areas in which the
school counselor has appropriate training or expertise, as
well as only providing counseling or consulting services
within his or her employment to any student in the
district or districts which employ such school counselor,
in accordance with professional ethics;
(47) having adequate training in supervision knowledge
and skills in order to supervise school counseling interns
enrolled in graduate school counselor preparation programs
that meet the standards established by the State Board of
Education;
(48) being involved with State and national
professional associations;
(49) complete the required training as outlined in
Section 10-22.39;
(50) (blank);
(51) (blank);
(52) (blank);
(53) (blank);
(54) (blank); and participating in mandates from the
State Board of Education for bullying education and
social-emotional literacy; and

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(55) promoting career and technical education by
assisting each student to determine an appropriate
postsecondary plan based upon the student's skills,
strengths, and goals and assisting the student to
implement the best practices that improve career or
workforce readiness after high school.
School districts may employ a sufficient number of school
counselors to maintain the national and State recommended
student-counselor ratio of 250 to 1. School districts may have
school counselors spend at least 80% of his or her work time in
direct contact with students.
Nothing in this Section prohibits other qualified
professionals, including other endorsed school support
personnel, from providing the services listed in this Section.
(Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23;
103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for
effective date of P.A. 103-542.)
(105 ILCS 5/10-27.1A)
Sec. 10-27.1A. Firearms in schools.
(a) All school officials, including teachers, school
counselors, and support staff, shall immediately notify the
office of the principal in the event that they observe any
person in possession of a firearm on school grounds; provided
that taking such immediate action to notify the office of the
principal would not immediately endanger the health, safety,

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or welfare of students who are under the direct supervision of
the school official or the school official. If the health,
safety, or welfare of students under the direct supervision of
the school official or of the school official is immediately
endangered, the school official shall notify the office of the
principal as soon as the students under his or her supervision
and he or she are no longer under immediate danger. A report is
not required by this Section when the school official knows
that the person in possession of the firearm is a law
enforcement official engaged in the conduct of his or her
official duties. Any school official acting in good faith who
makes such a report under this Section shall have immunity
from any civil or criminal liability that might otherwise be
incurred as a result of making the report. The identity of the
school official making such report shall not be disclosed
except as expressly and specifically authorized by law.
Knowingly and willfully failing to comply with this Section is
a petty offense. A second or subsequent offense is a Class C
misdemeanor.
(b) Upon receiving a report from any school official
pursuant to this Section, or from any other person, the
principal or his or her designee shall immediately notify a
local law enforcement agency. If the person found to be in
possession of a firearm on school grounds is a student, the
principal or his or her designee shall also immediately notify
that student's parent or guardian. Any principal or his or her

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designee acting in good faith who makes such reports under
this Section shall have immunity from any civil or criminal
liability that might otherwise be incurred or imposed as a
result of making the reports. Knowingly and willfully failing
to comply with this Section is a petty offense. A second or
subsequent offense is a Class C misdemeanor. If the person
found to be in possession of the firearm on school grounds is a
minor, the law enforcement agency shall detain that minor
until such time as the agency makes a determination pursuant
to clause (a) of subsection (1) of Section 5-401 of the
Juvenile Court Act of 1987, as to whether the agency
reasonably believes that the minor is delinquent. If the law
enforcement agency determines that probable cause exists to
believe that the minor committed a violation of item (4) of
subsection (a) of Section 24-1 of the Criminal Code of 2012
while on school grounds, the agency shall detain the minor for
processing pursuant to Section 5-407 of the Juvenile Court Act
of 1987.
(c) Upon receipt of any written, electronic, or verbal
report from any school personnel regarding a verified incident
involving a firearm in a school or on school owned or leased
property, including any conveyance owned, leased, or used by
the school for the transport of students or school personnel,
the superintendent or his or her designee shall report all
such firearm-related incidents occurring in a school or on
school property to the local law enforcement authorities

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immediately, who shall report to the Illinois State Police in
a form, manner, and frequency as prescribed by the Illinois
State Police.
The State Board of Education shall receive an annual
statistical compilation and related data associated with
incidents involving firearms in schools from the Illinois
State Police. The State Board of Education shall compile this
information by school district and make it available to the
public.
(c-5) Schools shall report any written, electronic, or
verbal report of a verified incident involving a firearm made
under subsection (c) to the State Board of Education through
existing school incident reporting systems as they occur
during the year by no later than July 31 for the previous
school year. The State Board of Education shall report data by
school district, as collected from school districts, and make
it available to the public via its website. The local law
enforcement authority shall, by March 1 of each year, report
the required data from the previous year to the Illinois State
Police's Illinois Uniform Crime Reporting Program, which shall
be included in its annual Crime in Illinois report.
(d) As used in this Section, the term "firearm" shall have
the meaning ascribed to it in Section 1.1 of the Firearm Owners
Identification Card Act.
As used in this Section, the term "school" means any
public or private elementary or secondary school.

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As used in this Section, the term "school grounds"
includes the real property comprising any school, any
conveyance owned, leased, or contracted by a school to
transport students to or from school or a school-related
activity, or any public way within 1,000 feet of the real
property comprising any school.
(Source: P.A. 102-197, eff. 7-30-21; 102-538, eff. 8-20-21;
102-813, eff. 5-13-22; 103-34, eff. 6-9-23.)
(105 ILCS 5/10-27.1B)
Sec. 10-27.1B. Reporting drug-related incidents in
schools.
(a) In this Section:
"Drug" means "cannabis" as defined under subsection (a) of
Section 3 of the Cannabis Control Act, "narcotic drug" as
defined under subsection (aa) of Section 102 of the Illinois
Controlled Substances Act, or "methamphetamine" as defined
under Section 10 of the Methamphetamine Control and Community
Protection Act.
"School" means any public or private elementary or
secondary school.
(b) Upon receipt of any written, electronic, or verbal
report from any school personnel regarding a verified incident
involving drugs in a school or on school owned or leased
property, including any conveyance owned, leased, or used by
the school for the transport of students or school personnel,

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the superintendent or his or her designee, or other
appropriate administrative officer for a private school, shall
report all such drug-related incidents occurring in a school
or on school property to the local law enforcement authorities
immediately and to the Illinois State Police in a form,
manner, and frequency as prescribed by the Illinois State
Police.
(c) (Blank). The State Board of Education shall receive an
annual statistical compilation and related data associated
with drug-related incidents in schools from the Illinois State
Police. The State Board of Education shall compile this
information by school district and make it available to the
public.
(d) Schools shall report any written, electronic, or
verbal report of an incident involving drugs made under
subsection (b) to the State Board of Education through
existing school incident reporting systems as they occur
during the year by no later than July 31 for the previous
school year. The State Board of Education shall report data by
school district, as collected from school districts, and make
it available to the public via its website. The local law
enforcement authority shall, by March 1 of each year, report
the required data from the previous year to the Illinois State
Police's Illinois Uniform Crime Reporting Program, which shall
be included in its annual Crime in Illinois report.
(Source: P.A. 102-538, eff. 8-20-21.)

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(105 ILCS 5/13A-8)
Sec. 13A-8. Funding.
(a) The State of Illinois shall provide funding for the
alternative school programs within each educational service
region and within the Chicago public school system by line
item appropriation made to the State Board of Education for
that purpose. This money, when appropriated, shall be provided
to the regional superintendent and to the Chicago Board of
Education, who shall establish a budget, including salaries,
for their alternative school programs. Each program shall
receive funding in the amount of $30,000 plus an amount based
on the ratio of the region's or Chicago's best 3 months'
average daily attendance in grades pre-kindergarten through 12
to the statewide totals of these amounts. For purposes of this
calculation, the best 3 months' average daily attendance for
each region or Chicago shall be calculated by adding to the
best 3 months' average daily attendance the number of
low-income students identified in the most recently available
federal census multiplied by one-half times the percentage of
the region's or Chicago's low-income students to the State's
total low-income students. The State Board of Education shall
retain up to 1.1% of the appropriation to be used to provide
technical assistance, professional development, and
evaluations for the programs.
(a-5) Notwithstanding any other provisions of this

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Section, for the 1998-1999 fiscal year, the total amount
distributed under subsection (a) for an alternative school
program shall be not less than the total amount that was
distributed under that subsection for that alternative school
program for the 1997-1998 fiscal year. If an alternative
school program is to receive a total distribution under
subsection (a) for the 1998-1999 fiscal year that is less than
the total distribution that the program received under that
subsection for the 1997-1998 fiscal year, that alternative
school program shall also receive, from a separate
appropriation made for purposes of this subsection (a-5), a
supplementary payment equal to the amount by which its total
distribution under subsection (a) for the 1997-1998 fiscal
year exceeds the amount of the total distribution that the
alternative school program receives under that subsection for
the 1998-1999 fiscal year. If the amount appropriated for
supplementary payments to alternative school programs under
this subsection (a-5) is insufficient for that purpose, those
supplementary payments shall be prorated among the alternative
school programs entitled to receive those supplementary
payments according to the aggregate amount of the
appropriation made for purposes of this subsection (a-5).
(b) Regional offices of education or intermediate service
centers that operate an An alternative school program shall be
entitled to receive, for those students enrolled in the
alternative school program, general State aid as calculated in

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subsection (K) of Section 18-8.05 or evidence-based funding as
calculated in subsection (g) of Section 18-8.15 upon filing a
claim as provided therein. Any time that a student who is
enrolled in an alternative school program spends in work-based
learning, community service, or a similar alternative
educational setting shall be included in determining the
student's minimum number of clock hours of daily school work
that constitute a day of attendance for purposes of
calculating general State aid or evidence-based funding.
(c) An alternative school program may receive additional
funding from its school districts in such amount as may be
agreed upon by the parties and necessary to support the
program. In addition, an alternative school program is
authorized to accept and expend gifts, legacies, and grants,
including but not limited to federal grants, from any source
for purposes directly related to the conduct and operation of
the program.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/13B-45)
Sec. 13B-45. Days and hours of attendance. An alternative
learning opportunities program shall provide students with at
least the minimum number of days of pupil attendance required
under Section 10-19 of this Code and the minimum number of
daily hours of school work required under Section 10-19.05 of
this Code, provided that the State Board may approve

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exceptions to these requirements if the program meets all of
the following conditions:
(1) The district plan submitted under Section
13B-25.15 of this Code establishes that a program
providing the required minimum number of days of
attendance or daily hours of school work would not serve
the needs of the program's students.
(2) Each day of attendance shall provide no fewer than
3 clock hours of school work, as defined under Section
10-19.05 of this Code.
(3) Each day of attendance that provides fewer than 5
clock hours of school work shall also provide
supplementary services, including without limitation
work-based learning, student assistance programs,
counseling, case management, health and fitness programs,
or life-skills or conflict resolution training, in order
to provide a total daily program to the student of 5 clock
hours. A program may claim evidence-based funding for up
to 2 hours of the time each day that a student is receiving
supplementary services.
(4) Each program shall provide no fewer than 174 days
of actual pupil attendance during the school term;
however, approved evening programs that meet the
requirements of Section 13B-45 of this Code may offer less
than 174 days of actual pupil attendance during the school
term.

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(Source: P.A. 100-465, eff. 8-31-17; 101-12, eff. 7-1-19.)
(105 ILCS 5/13B-50)
Sec. 13B-50. Eligibility to receive general State aid or
evidence-based funding. In order to receive general State aid
or evidence-based funding, the entity that operates an
alternative learning opportunities program programs must
ensure that the program meets meet the requirements for
claiming general State aid as specified in Section 18-8.05 of
this Code or evidence-based funding as specified in Section
18-8.15 of this Code, as applicable, with the exception of the
length of the instructional day, which may be less than 5 hours
of school work if the program meets the criteria set forth
under Sections 13B-50.5 and 13B-50.10 of this Code and if the
program is approved by the State Board.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/13B-50.10)
Sec. 13B-50.10. Additional criteria for general State aid
or evidence-based funding. In order to claim general State aid
or evidence-based funding, an entity that operates an
alternative learning opportunities program must ensure that
the program meets meet the following criteria:
(1) Teacher professional development plans should
include education in the instruction of at-risk students.
(2) Facilities must meet the health, life, and safety

10300SB3156sam001 - 68 - LRB103 36143 RJT 70979 a
requirements in this Code.
(3) The program must comply with all other State and
federal laws applicable to education providers.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/13B-50.15)
Sec. 13B-50.15. Level of funding. Entities that operate
approved Approved alternative learning opportunities programs
are entitled to claim general State aid or evidence-based
funding, subject to Sections 13B-50, 13B-50.5, and 13B-50.10
of this Code. Approved programs operated by regional offices
of education are entitled to receive general State aid at the
foundation level of support. A school district or consortium
must ensure that an approved program receives supplemental
general State aid, transportation reimbursements, and special
education resources, if appropriate, for students enrolled in
the program.
(Source: P.A. 100-465, eff. 8-31-17.)
(105 ILCS 5/18-8.15)
Sec. 18-8.15. Evidence-Based Funding for student success
for the 2017-2018 and subsequent school years.
(a) General provisions.
(1) The purpose of this Section is to ensure that, by
June 30, 2027 and beyond, this State has a kindergarten
through grade 12 public education system with the capacity

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to ensure the educational development of all persons to
the limits of their capacities in accordance with Section
1 of Article X of the Constitution of the State of
Illinois. To accomplish that objective, this Section
creates a method of funding public education that is
evidence-based; is sufficient to ensure every student
receives a meaningful opportunity to learn irrespective of
race, ethnicity, sexual orientation, gender, or
community-income level; and is sustainable and
predictable. When fully funded under this Section, every
school shall have the resources, based on what the
evidence indicates is needed, to:
(A) provide all students with a high quality
education that offers the academic, enrichment, social
and emotional support, technical, and career-focused
programs that will allow them to become competitive
workers, responsible parents, productive citizens of
this State, and active members of our national
democracy;
(B) ensure all students receive the education they
need to graduate from high school with the skills
required to pursue post-secondary education and
training for a rewarding career;
(C) reduce, with a goal of eliminating, the
achievement gap between at-risk and non-at-risk
students by raising the performance of at-risk

10300SB3156sam001 - 70 - LRB103 36143 RJT 70979 a
students and not by reducing standards; and
(D) ensure this State satisfies its obligation to
assume the primary responsibility to fund public
education and simultaneously relieve the
disproportionate burden placed on local property taxes
to fund schools.
(2) The Evidence-Based Funding formula under this
Section shall be applied to all Organizational Units in
this State. The Evidence-Based Funding formula outlined in
this Act is based on the formula outlined in Senate Bill 1
of the 100th General Assembly, as passed by both
legislative chambers. As further defined and described in
this Section, there are 4 major components of the
Evidence-Based Funding model:
(A) First, the model calculates a unique Adequacy
Target for each Organizational Unit in this State that
considers the costs to implement research-based
activities, the unit's student demographics, and
regional wage differences.
(B) Second, the model calculates each
Organizational Unit's Local Capacity, or the amount
each Organizational Unit is assumed to contribute
toward its Adequacy Target from local resources.
(C) Third, the model calculates how much funding
the State currently contributes to the Organizational
Unit and adds that to the unit's Local Capacity to

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determine the unit's overall current adequacy of
funding.
(D) Finally, the model's distribution method
allocates new State funding to those Organizational
Units that are least well-funded, considering both
Local Capacity and State funding, in relation to their
Adequacy Target.
(3) An Organizational Unit receiving any funding under
this Section may apply those funds to any fund so received
for which that Organizational Unit is authorized to make
expenditures by law.
(4) As used in this Section, the following terms shall
have the meanings ascribed in this paragraph (4):
"Adequacy Target" is defined in paragraph (1) of
subsection (b) of this Section.
"Adjusted EAV" is defined in paragraph (4) of
subsection (d) of this Section.
"Adjusted Local Capacity Target" is defined in
paragraph (3) of subsection (c) of this Section.
"Adjusted Operating Tax Rate" means a tax rate for all
Organizational Units, for which the State Superintendent
shall calculate and subtract for the Operating Tax Rate a
transportation rate based on total expenses for
transportation services under this Code, as reported on
the most recent Annual Financial Report in Pupil
Transportation Services, function 2550 in both the

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Education and Transportation funds and functions 4110 and
4120 in the Transportation fund, less any corresponding
fiscal year State of Illinois scheduled payments excluding
net adjustments for prior years for regular, vocational,
or special education transportation reimbursement pursuant
to Section 29-5 or subsection (b) of Section 14-13.01 of
this Code divided by the Adjusted EAV. If an
Organizational Unit's corresponding fiscal year State of
Illinois scheduled payments excluding net adjustments for
prior years for regular, vocational, or special education
transportation reimbursement pursuant to Section 29-5 or
subsection (b) of Section 14-13.01 of this Code exceed the
total transportation expenses, as defined in this
paragraph, no transportation rate shall be subtracted from
the Operating Tax Rate.
"Allocation Rate" is defined in paragraph (3) of
subsection (g) of this Section.
"Alternative Education Program School" means a public
school serving students in any of grades kindergarten
through 12 that is created and operated by a regional
superintendent of schools office of education or an
intermediate service center and approved by the State
Board and includes (i) a program established under Section
2-3.66 or 2-3.41 or (ii) a program operated by a regional
office of education or an intermediate service center
under Article 13A or 13B.

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"Applicable Tax Rate" is defined in paragraph (1) of
subsection (d) of this Section.
"Assessment" means any of those benchmark, progress
monitoring, formative, diagnostic, and other assessments,
in addition to the State accountability assessment, that
assist teachers' needs in understanding the skills and
meeting the needs of the students they serve.
"Assistant principal" means a school administrator
duly endorsed to be employed as an assistant principal in
this State.
"At-risk student" means a student who is at risk of
not meeting the Illinois Learning Standards or not
graduating from elementary or high school and who
demonstrates a need for vocational support or social
services beyond that provided by the regular school
program. All students included in an Organizational Unit's
Low-Income Count, as well as all English learner and
disabled students attending the Organizational Unit, shall
be considered at-risk students under this Section.
"Average Student Enrollment" or "ASE" for fiscal year
2018 means, for an Organizational Unit, the greater of the
average number of students (grades K through 12) reported
to the State Board as enrolled in the Organizational Unit
on October 1 in the immediately preceding school year,
plus the pre-kindergarten students who receive special
education services of 2 or more hours a day as reported to

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the State Board on December 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1, plus the
pre-kindergarten students who receive special education
services of 2 or more hours a day as reported to the State
Board on December 1, for each of the immediately preceding
3 school years. For fiscal year 2019 and each subsequent
fiscal year, "Average Student Enrollment" or "ASE" means,
for an Organizational Unit, the greater of the average
number of students (grades K through 12) reported to the
State Board as enrolled in the Organizational Unit on
October 1 and March 1 in the immediately preceding school
year, plus the pre-kindergarten students who receive
special education services as reported to the State Board
on October 1 and March 1 in the immediately preceding
school year, or the average number of students (grades K
through 12) reported to the State Board as enrolled in the
Organizational Unit on October 1 and March 1, plus the
pre-kindergarten students who receive special education
services as reported to the State Board on October 1 and
March 1, for each of the immediately preceding 3 school
years. For the purposes of this definition, "enrolled in
the Organizational Unit" means the number of students
reported to the State Board who are enrolled in schools
within the Organizational Unit that the student attends or

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would attend if not placed or transferred to another
school or program to receive needed services. For the
purposes of calculating "ASE", all students, grades K
through 12, excluding those attending kindergarten for a
half day and students attending an alternative education
program operated by a regional office of education or
intermediate service center, shall be counted as 1.0. All
students attending kindergarten for a half day shall be
counted as 0.5, unless in 2017 by June 15 or by March 1 in
subsequent years, the school district reports to the State
Board of Education the intent to implement full-day
kindergarten district-wide for all students, then all
students attending kindergarten shall be counted as 1.0.
Special education pre-kindergarten students shall be
counted as 0.5 each. If the State Board does not collect or
has not collected both an October 1 and March 1 enrollment
count by grade or a December 1 collection of special
education pre-kindergarten students as of August 31, 2017
(the effective date of Public Act 100-465), it shall
establish such collection for all future years. For any
year in which a count by grade level was collected only
once, that count shall be used as the single count
available for computing a 3-year average ASE. Funding for
students enrolled in alternative education programs
operated by a regional office of education or an
intermediate service center must be calculated using the

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Evidence-Based Funding formula under this Section for the
2019-2020 school year and each subsequent school year
until a separate adequacy formula is developed formulas
are developed and adopted for each type of program. ASE
for a program operated by a regional office of education
or an intermediate service center must be determined by
the March 1 enrollment for its alternative education
programs the program. For the 2019-2020 school year, the
ASE used in the calculation must be the first-year ASE
and, in that year only, the assignment of students served
by a regional office of education or intermediate service
center shall not result in a reduction of the March
enrollment for any school district. For the 2020-2021
school year, the ASE must be the greater of the
current-year ASE or the 2-year average ASE. Beginning with
the 2021-2022 school year, the ASE must be the greater of
the current-year ASE or the 3-year average ASE. School
districts shall submit the data for the ASE calculation to
the State Board within 45 days of the dates required in
this Section for submission of enrollment data in order
for it to be included in the ASE calculation. For fiscal
year 2018 only, the ASE calculation shall include only
enrollment taken on October 1. In recognition of the
impact of COVID-19, the definition of "Average Student
Enrollment" or "ASE" shall be adjusted for calculations
under this Section for fiscal years 2022 through 2024. For

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fiscal years 2022 through 2024, the enrollment used in the
calculation of ASE representing the 2020-2021 school year
shall be the greater of the enrollment for the 2020-2021
school year or the 2019-2020 school year.
"Base Funding Guarantee" is defined in paragraph (10)
of subsection (g) of this Section.
"Base Funding Minimum" is defined in subsection (e) of
this Section.
"Base Tax Year" means the property tax levy year used
to calculate the Budget Year allocation of primary State
aid.
"Base Tax Year's Extension" means the product of the
equalized assessed valuation utilized by the county clerk
in the Base Tax Year multiplied by the limiting rate as
calculated by the county clerk and defined in PTELL.
"Bilingual Education Allocation" means the amount of
an Organizational Unit's final Adequacy Target
attributable to bilingual education divided by the
Organizational Unit's final Adequacy Target, the product
of which shall be multiplied by the amount of new funding
received pursuant to this Section. An Organizational
Unit's final Adequacy Target attributable to bilingual
education shall include all additional investments in
English learner students' adequacy elements.
"Budget Year" means the school year for which primary
State aid is calculated and awarded under this Section.

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"Central office" means individual administrators and
support service personnel charged with managing the
instructional programs, business and operations, and
security of the Organizational Unit.
"Comparable Wage Index" or "CWI" means a regional cost
differentiation metric that measures systemic, regional
variations in the salaries of college graduates who are
not educators. The CWI utilized for this Section shall,
for the first 3 years of Evidence-Based Funding
implementation, be the CWI initially developed by the
National Center for Education Statistics, as most recently
updated by Texas A & M University. In the fourth and
subsequent years of Evidence-Based Funding implementation,
the State Superintendent shall re-determine the CWI using
a similar methodology to that identified in the Texas A & M
University study, with adjustments made no less frequently
than once every 5 years.
"Computer technology and equipment" means computers
servers, notebooks, network equipment, copiers, printers,
instructional software, security software, curriculum
management courseware, and other similar materials and
equipment.
"Computer technology and equipment investment
allocation" means the final Adequacy Target amount of an
Organizational Unit assigned to Tier 1 or Tier 2 in the
prior school year attributable to the additional $285.50

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per student computer technology and equipment investment
grant divided by the Organizational Unit's final Adequacy
Target, the result of which shall be multiplied by the
amount of new funding received pursuant to this Section.
An Organizational Unit assigned to a Tier 1 or Tier 2 final
Adequacy Target attributable to the received computer
technology and equipment investment grant shall include
all additional investments in computer technology and
equipment adequacy elements.
"Core subject" means mathematics; science; reading,
English, writing, and language arts; history and social
studies; world languages; and subjects taught as Advanced
Placement in high schools.
"Core teacher" means a regular classroom teacher in
elementary schools and teachers of a core subject in
middle and high schools.
"Core Intervention teacher (tutor)" means a licensed
teacher providing one-on-one or small group tutoring to
students struggling to meet proficiency in core subjects.
"CPPRT" means corporate personal property replacement
tax funds paid to an Organizational Unit during the
calendar year one year before the calendar year in which a
school year begins, pursuant to "An Act in relation to the
abolition of ad valorem personal property tax and the
replacement of revenues lost thereby, and amending and
repealing certain Acts and parts of Acts in connection

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therewith", certified August 14, 1979, as amended (Public
Act 81-1st S.S.-1).
"EAV" means equalized assessed valuation as defined in
paragraph (2) of subsection (d) of this Section and
calculated in accordance with paragraph (3) of subsection
(d) of this Section.
"ECI" means the Bureau of Labor Statistics' national
employment cost index for civilian workers in educational
services in elementary and secondary schools on a
cumulative basis for the 12-month calendar year preceding
the fiscal year of the Evidence-Based Funding calculation.
"EIS Data" means the employment information system
data maintained by the State Board on educators within
Organizational Units.
"Employee benefits" means health, dental, and vision
insurance offered to employees of an Organizational Unit,
the costs associated with the statutorily required payment
of the normal cost of the Organizational Unit's teacher
pensions, Social Security employer contributions, and
Illinois Municipal Retirement Fund employer contributions.
"English learner" or "EL" means a child included in
the definition of "English learners" under Section 14C-2
of this Code participating in a program of transitional
bilingual education or a transitional program of
instruction meeting the requirements and program
application procedures of Article 14C of this Code. For

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the purposes of collecting the number of EL students
enrolled, the same collection and calculation methodology
as defined above for "ASE" shall apply to English
learners, with the exception that EL student enrollment
shall include students in grades pre-kindergarten through
12.
"Essential Elements" means those elements, resources,
and educational programs that have been identified through
academic research as necessary to improve student success,
improve academic performance, close achievement gaps, and
provide for other per student costs related to the
delivery and leadership of the Organizational Unit, as
well as the maintenance and operations of the unit, and
which are specified in paragraph (2) of subsection (b) of
this Section.
"Evidence-Based Funding" means State funding provided
to an Organizational Unit pursuant to this Section.
"Extended day" means academic and enrichment programs
provided to students outside the regular school day before
and after school or during non-instructional times during
the school day.
"Extension Limitation Ratio" means a numerical ratio
in which the numerator is the Base Tax Year's Extension
and the denominator is the Preceding Tax Year's Extension.
"Final Percent of Adequacy" is defined in paragraph
(4) of subsection (f) of this Section.

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"Final Resources" is defined in paragraph (3) of
subsection (f) of this Section.
"Full-time equivalent" or "FTE" means the full-time
equivalency compensation for staffing the relevant
position at an Organizational Unit.
"Funding Gap" is defined in paragraph (1) of
subsection (g).
"Hybrid District" means a partial elementary unit
district created pursuant to Article 11E of this Code.
"Instructional assistant" means a core or special
education, non-licensed employee who assists a teacher in
the classroom and provides academic support to students.
"Instructional facilitator" means a qualified teacher
or licensed teacher leader who facilitates and coaches
continuous improvement in classroom instruction; provides
instructional support to teachers in the elements of
research-based instruction or demonstrates the alignment
of instruction with curriculum standards and assessment
tools; develops or coordinates instructional programs or
strategies; develops and implements training; chooses
standards-based instructional materials; provides
teachers with an understanding of current research; serves
as a mentor, site coach, curriculum specialist, or lead
teacher; or otherwise works with fellow teachers, in
collaboration, to use data to improve instructional
practice or develop model lessons.

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"Instructional materials" means relevant
instructional materials for student instruction,
including, but not limited to, textbooks, consumable
workbooks, laboratory equipment, library books, and other
similar materials.
"Laboratory School" means a public school that is
created and operated by a public university and approved
by the State Board.
"Librarian" means a teacher with an endorsement as a
library information specialist or another individual whose
primary responsibility is overseeing library resources
within an Organizational Unit.
"Limiting rate for Hybrid Districts" means the
combined elementary school and high school limiting rates.
"Local Capacity" is defined in paragraph (1) of
subsection (c) of this Section.
"Local Capacity Percentage" is defined in subparagraph
(A) of paragraph (2) of subsection (c) of this Section.
"Local Capacity Ratio" is defined in subparagraph (B)
of paragraph (2) of subsection (c) of this Section.
"Local Capacity Target" is defined in paragraph (2) of
subsection (c) of this Section.
"Low-Income Count" means, for an Organizational Unit
in a fiscal year, the higher of the average number of
students for the prior school year or the immediately
preceding 3 school years who, as of July 1 of the

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immediately preceding fiscal year (as determined by the
Department of Human Services), are eligible for at least
one of the following low-income programs: Medicaid, the
Children's Health Insurance Program, Temporary Assistance
for Needy Families (TANF), or the Supplemental Nutrition
Assistance Program, excluding pupils who are eligible for
services provided by the Department of Children and Family
Services. Until such time that grade level low-income
populations become available, grade level low-income
populations shall be determined by applying the low-income
percentage to total student enrollments by grade level.
The low-income percentage is determined by dividing the
Low-Income Count by the Average Student Enrollment. The
low-income percentage for programs operated by a regional
office of education or an intermediate service center must
be set to the weighted average of the low-income
percentages of all of the school districts in the service
region. The weighted low-income percentage is the result
of multiplying the low-income percentage of each school
district served by the regional office of education or
intermediate service center by each school district's
Average Student Enrollment, summarizing those products and
dividing the total by the total Average Student Enrollment
for the service region.
"Maintenance and operations" means custodial services,
facility and ground maintenance, facility operations,

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facility security, routine facility repairs, and other
similar services and functions.
"Minimum Funding Level" is defined in paragraph (9) of
subsection (g) of this Section.
"New Property Tax Relief Pool Funds" means, for any
given fiscal year, all State funds appropriated under
Section 2-3.170 of this Code.
"New State Funds" means, for a given school year, all
State funds appropriated for Evidence-Based Funding in
excess of the amount needed to fund the Base Funding
Minimum for all Organizational Units in that school year.
"Nurse" means an individual licensed as a certified
school nurse, in accordance with the rules established for
nursing services by the State Board, who is an employee of
and is available to provide health care-related services
for students of an Organizational Unit.
"Operating Tax Rate" means the rate utilized in the
previous year to extend property taxes for all purposes,
except Bond and Interest, Summer School, Rent, Capital
Improvement, and Vocational Education Building purposes.
For Hybrid Districts, the Operating Tax Rate shall be the
combined elementary and high school rates utilized in the
previous year to extend property taxes for all purposes,
except Bond and Interest, Summer School, Rent, Capital
Improvement, and Vocational Education Building purposes.
"Organizational Unit" means a Laboratory School or any

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public school district that is recognized as such by the
State Board and that contains elementary schools typically
serving kindergarten through 5th grades, middle schools
typically serving 6th through 8th grades, or high schools
typically serving 9th through 12th grades, a program
established under Section 2-3.66 or 2-3.41, or a program
operated by a regional office of education or an
intermediate service center that operates one or more
alternative education programs under Article 13A or 13B.
The General Assembly acknowledges that the actual grade
levels served by a particular Organizational Unit may vary
slightly from what is typical.
"Organizational Unit CWI" is determined by calculating
the CWI in the region and original county in which an
Organizational Unit's primary administrative office is
located as set forth in this paragraph, provided that if
the Organizational Unit CWI as calculated in accordance
with this paragraph is less than 0.9, the Organizational
Unit CWI shall be increased to 0.9. Each county's current
CWI value shall be adjusted based on the CWI value of that
county's neighboring Illinois counties, to create a
"weighted adjusted index value". This shall be calculated
by summing the CWI values of all of a county's adjacent
Illinois counties and dividing by the number of adjacent
Illinois counties, then taking the weighted value of the
original county's CWI value and the adjacent Illinois

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county average. To calculate this weighted value, if the
number of adjacent Illinois counties is greater than 2,
the original county's CWI value will be weighted at 0.25
and the adjacent Illinois county average will be weighted
at 0.75. If the number of adjacent Illinois counties is 2,
the original county's CWI value will be weighted at 0.33
and the adjacent Illinois county average will be weighted
at 0.66. The greater of the county's current CWI value and
its weighted adjusted index value shall be used as the
Organizational Unit CWI.
"Preceding Tax Year" means the property tax levy year
immediately preceding the Base Tax Year.
"Preceding Tax Year's Extension" means the product of
the equalized assessed valuation utilized by the county
clerk in the Preceding Tax Year multiplied by the
Operating Tax Rate.
"Preliminary Percent of Adequacy" is defined in
paragraph (2) of subsection (f) of this Section.
"Preliminary Resources" is defined in paragraph (2) of
subsection (f) of this Section.
"Principal" means a school administrator duly endorsed
to be employed as a principal in this State.
"Professional development" means training programs for
licensed staff in schools, including, but not limited to,
programs that assist in implementing new curriculum
programs, provide data focused or academic assessment data

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training to help staff identify a student's weaknesses and
strengths, target interventions, improve instruction,
encompass instructional strategies for English learner,
gifted, or at-risk students, address inclusivity, cultural
sensitivity, or implicit bias, or otherwise provide
professional support for licensed staff.
"Prototypical" means 450 special education
pre-kindergarten and kindergarten through grade 5 students
for an elementary school, 450 grade 6 through 8 students
for a middle school, and 600 grade 9 through 12 students
for a high school.
"PTELL" means the Property Tax Extension Limitation
Law.
"PTELL EAV" is defined in paragraph (4) of subsection
(d) of this Section.
"Pupil support staff" means a nurse, psychologist,
social worker, family liaison personnel, or other staff
member who provides support to at-risk or struggling
students.
"Real Receipts" is defined in paragraph (1) of
subsection (d) of this Section.
"Regionalization Factor" means, for a particular
Organizational Unit, the figure derived by dividing the
Organizational Unit CWI by the Statewide Weighted CWI.
"School counselor" means a licensed school counselor
who provides guidance and counseling support for students

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within an Organizational Unit.
"School site staff" means the primary school secretary
and any additional clerical personnel assigned to a
school.
"Special education" means special educational
facilities and services, as defined in Section 14-1.08 of
this Code.
"Special Education Allocation" means the amount of an
Organizational Unit's final Adequacy Target attributable
to special education divided by the Organizational Unit's
final Adequacy Target, the product of which shall be
multiplied by the amount of new funding received pursuant
to this Section. An Organizational Unit's final Adequacy
Target attributable to special education shall include all
special education investment adequacy elements.
"Specialist teacher" means a teacher who provides
instruction in subject areas not included in core
subjects, including, but not limited to, art, music,
physical education, health, driver education,
career-technical education, and such other subject areas
as may be mandated by State law or provided by an
Organizational Unit.
"Specially Funded Unit" means a an Alternative School,
safe school, Department of Juvenile Justice school,
special education cooperative or entity recognized by the
State Board as a special education cooperative, or

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State-approved charter school, or alternative learning
opportunities program that received direct funding from
the State Board during the 2016-2017 school year through
any of the funding sources included within the calculation
of the Base Funding Minimum or Glenwood Academy.
"Supplemental Grant Funding" means supplemental
general State aid funding received by an Organizational
Unit during the 2016-2017 school year pursuant to
subsection (H) of Section 18-8.05 of this Code (now
repealed).
"State Adequacy Level" is the sum of the Adequacy
Targets of all Organizational Units.
"State Board" means the State Board of Education.
"State Superintendent" means the State Superintendent
of Education.
"Statewide Weighted CWI" means a figure determined by
multiplying each Organizational Unit CWI times the ASE for
that Organizational Unit creating a weighted value,
summing all Organizational Units' weighted values, and
dividing by the total ASE of all Organizational Units,
thereby creating an average weighted index.
"Student activities" means non-credit producing
after-school programs, including, but not limited to,
clubs, bands, sports, and other activities authorized by
the school board of the Organizational Unit.
"Substitute teacher" means an individual teacher or

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teaching assistant who is employed by an Organizational
Unit and is temporarily serving the Organizational Unit on
a per diem or per period-assignment basis to replace
another staff member.
"Summer school" means academic and enrichment programs
provided to students during the summer months outside of
the regular school year.
"Supervisory aide" means a non-licensed staff member
who helps in supervising students of an Organizational
Unit, but does so outside of the classroom, in situations
such as, but not limited to, monitoring hallways and
playgrounds, supervising lunchrooms, or supervising
students when being transported in buses serving the
Organizational Unit.
"Target Ratio" is defined in paragraph (4) of
subsection (g).
"Tier 1", "Tier 2", "Tier 3", and "Tier 4" are defined
in paragraph (3) of subsection (g).
"Tier 1 Aggregate Funding", "Tier 2 Aggregate
Funding", "Tier 3 Aggregate Funding", and "Tier 4
Aggregate Funding" are defined in paragraph (1) of
subsection (g).
(b) Adequacy Target calculation.
(1) Each Organizational Unit's Adequacy Target is the
sum of the Organizational Unit's cost of providing
Essential Elements, as calculated in accordance with this

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subsection (b), with the salary amounts in the Essential
Elements multiplied by a Regionalization Factor calculated
pursuant to paragraph (3) of this subsection (b).
(2) The Essential Elements are attributable on a pro
rata basis related to defined subgroups of the ASE of each
Organizational Unit as specified in this paragraph (2),
with investments and FTE positions pro rata funded based
on ASE counts in excess of or less than the thresholds set
forth in this paragraph (2). The method for calculating
attributable pro rata costs and the defined subgroups
thereto are as follows:
(A) Core class size investments. Each
Organizational Unit shall receive the funding required
to support that number of FTE core teacher positions
as is needed to keep the respective class sizes of the
Organizational Unit to the following maximum numbers:
(i) For grades kindergarten through 3, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
15 Low-Income Count students in those grades and
one FTE core teacher position for every 20
non-Low-Income Count students in those grades.
(ii) For grades 4 through 12, the
Organizational Unit shall receive funding required
to support one FTE core teacher position for every
20 Low-Income Count students in those grades and

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one FTE core teacher position for every 25
non-Low-Income Count students in those grades.
The number of non-Low-Income Count students in a
grade shall be determined by subtracting the
Low-Income students in that grade from the ASE of the
Organizational Unit for that grade.
(B) Specialist teacher investments. Each
Organizational Unit shall receive the funding needed
to cover that number of FTE specialist teacher
positions that correspond to the following
percentages:
(i) if the Organizational Unit operates an
elementary or middle school, then 20.00% of the
number of the Organizational Unit's core teachers,
as determined under subparagraph (A) of this
paragraph (2); and
(ii) if such Organizational Unit operates a
high school, then 33.33% of the number of the
Organizational Unit's core teachers.
(C) Instructional facilitator investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE instructional facilitator position
for every 200 combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students of the Organizational Unit.
(D) Core intervention teacher (tutor) investments.

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Each Organizational Unit shall receive the funding
needed to cover one FTE teacher position for each
prototypical elementary, middle, and high school.
(E) Substitute teacher investments. Each
Organizational Unit shall receive the funding needed
to cover substitute teacher costs that is equal to
5.70% of the minimum pupil attendance days required
under Section 10-19 of this Code for all full-time
equivalent core, specialist, and intervention
teachers, school nurses, special education teachers
and instructional assistants, instructional
facilitators, and summer school and extended day
teacher positions, as determined under this paragraph
(2), at a salary rate of 33.33% of the average salary
for grade K through 12 teachers and 33.33% of the
average salary of each instructional assistant
position.
(F) Core school counselor investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE school counselor for each 450
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 5
students, plus one FTE school counselor for each 250
grades 6 through 8 ASE middle school students, plus
one FTE school counselor for each 250 grades 9 through
12 ASE high school students.

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(G) Nurse investments. Each Organizational Unit
shall receive the funding needed to cover one FTE
nurse for each 750 combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students across all grade levels it
serves.
(H) Supervisory aide investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE for each 225 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE
for each 225 ASE middle school students, plus one FTE
for each 200 ASE high school students.
(I) Librarian investments. Each Organizational
Unit shall receive the funding needed to cover one FTE
librarian for each prototypical elementary school,
middle school, and high school and one FTE aide or
media technician for every 300 combined ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 12 students.
(J) Principal investments. Each Organizational
Unit shall receive the funding needed to cover one FTE
principal position for each prototypical elementary
school, plus one FTE principal position for each
prototypical middle school, plus one FTE principal
position for each prototypical high school.

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(K) Assistant principal investments. Each
Organizational Unit shall receive the funding needed
to cover one FTE assistant principal position for each
prototypical elementary school, plus one FTE assistant
principal position for each prototypical middle
school, plus one FTE assistant principal position for
each prototypical high school.
(L) School site staff investments. Each
Organizational Unit shall receive the funding needed
for one FTE position for each 225 ASE of
pre-kindergarten children with disabilities and all
kindergarten through grade 5 students, plus one FTE
position for each 225 ASE middle school students, plus
one FTE position for each 200 ASE high school
students.
(M) Gifted investments. Each Organizational Unit
shall receive $40 per kindergarten through grade 12
ASE.
(N) Professional development investments. Each
Organizational Unit shall receive $125 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students for trainers and other professional
development-related expenses for supplies and
materials.
(O) Instructional material investments. Each

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Organizational Unit shall receive $190 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover instructional material costs.
(P) Assessment investments. Each Organizational
Unit shall receive $25 per student of the combined ASE
of pre-kindergarten children with disabilities and all
kindergarten through grade 12 students to cover
assessment costs.
(Q) Computer technology and equipment investments.
Each Organizational Unit shall receive $285.50 per
student of the combined ASE of pre-kindergarten
children with disabilities and all kindergarten
through grade 12 students to cover computer technology
and equipment costs. For the 2018-2019 school year and
subsequent school years, Organizational Units assigned
to Tier 1 and Tier 2 in the prior school year shall
receive an additional $285.50 per student of the
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students to cover computer technology and equipment
costs in the Organizational Unit's Adequacy Target.
The State Board may establish additional requirements
for Organizational Unit expenditures of funds received
pursuant to this subparagraph (Q), including a
requirement that funds received pursuant to this

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subparagraph (Q) may be used only for serving the
technology needs of the district. It is the intent of
Public Act 100-465 that all Tier 1 and Tier 2 districts
receive the addition to their Adequacy Target in the
following year, subject to compliance with the
requirements of the State Board.
(R) Student activities investments. Each
Organizational Unit shall receive the following
funding amounts to cover student activities: $100 per
kindergarten through grade 5 ASE student in elementary
school, plus $200 per ASE student in middle school,
plus $675 per ASE student in high school.
(S) Maintenance and operations investments. Each
Organizational Unit shall receive $1,038 per student
of the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students for day-to-day maintenance and operations
expenditures, including salary, supplies, and
materials, as well as purchased services, but
excluding employee benefits. The proportion of salary
for the application of a Regionalization Factor and
the calculation of benefits is equal to $352.92.
(T) Central office investments. Each
Organizational Unit shall receive $742 per student of
the combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12

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students to cover central office operations, including
administrators and classified personnel charged with
managing the instructional programs, business and
operations of the school district, and security
personnel. The proportion of salary for the
application of a Regionalization Factor and the
calculation of benefits is equal to $368.48.
(U) Employee benefit investments. Each
Organizational Unit shall receive 30% of the total of
all salary-calculated elements of the Adequacy Target,
excluding substitute teachers and student activities
investments, to cover benefit costs. For central
office and maintenance and operations investments, the
benefit calculation shall be based upon the salary
proportion of each investment. If at any time the
responsibility for funding the employer normal cost of
teacher pensions is assigned to school districts, then
that amount certified by the Teachers' Retirement
System of the State of Illinois to be paid by the
Organizational Unit for the preceding school year
shall be added to the benefit investment. For any
fiscal year in which a school district organized under
Article 34 of this Code is responsible for paying the
employer normal cost of teacher pensions, then that
amount of its employer normal cost plus the amount for
retiree health insurance as certified by the Public

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School Teachers' Pension and Retirement Fund of
Chicago to be paid by the school district for the
preceding school year that is statutorily required to
cover employer normal costs and the amount for retiree
health insurance shall be added to the 30% specified
in this subparagraph (U). The Teachers' Retirement
System of the State of Illinois and the Public School
Teachers' Pension and Retirement Fund of Chicago shall
submit such information as the State Superintendent
may require for the calculations set forth in this
subparagraph (U).
(V) Additional investments in low-income students.
In addition to and not in lieu of all other funding
under this paragraph (2), each Organizational Unit
shall receive funding based on the average teacher
salary for grades K through 12 to cover the costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 Low-Income Count students;
(ii) one FTE pupil support staff position for
every 125 Low-Income Count students;
(iii) one FTE extended day teacher position
for every 120 Low-Income Count students; and
(iv) one FTE summer school teacher position
for every 120 Low-Income Count students.
(W) Additional investments in English learner
students. In addition to and not in lieu of all other

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funding under this paragraph (2), each Organizational
Unit shall receive funding based on the average
teacher salary for grades K through 12 to cover the
costs of:
(i) one FTE intervention teacher (tutor)
position for every 125 English learner students;
(ii) one FTE pupil support staff position for
every 125 English learner students;
(iii) one FTE extended day teacher position
for every 120 English learner students;
(iv) one FTE summer school teacher position
for every 120 English learner students; and
(v) one FTE core teacher position for every
100 English learner students.
(X) Special education investments. Each
Organizational Unit shall receive funding based on the
average teacher salary for grades K through 12 to
cover special education as follows:
(i) one FTE teacher position for every 141
combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students;
(ii) one FTE instructional assistant for every
141 combined ASE of pre-kindergarten children with
disabilities and all kindergarten through grade 12
students; and

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(iii) one FTE psychologist position for every
1,000 combined ASE of pre-kindergarten children
with disabilities and all kindergarten through
grade 12 students.
(3) For calculating the salaries included within the
Essential Elements, the State Superintendent shall
annually calculate average salaries to the nearest dollar
using the employment information system data maintained by
the State Board, limited to public schools only and
excluding special education and vocational cooperatives,
schools operated by the Department of Juvenile Justice,
and charter schools, for the following positions:
(A) Teacher for grades K through 8.
(B) Teacher for grades 9 through 12.
(C) Teacher for grades K through 12.
(D) School counselor for grades K through 8.
(E) School counselor for grades 9 through 12.
(F) School counselor for grades K through 12.
(G) Social worker.
(H) Psychologist.
(I) Librarian.
(J) Nurse.
(K) Principal.
(L) Assistant principal.
For the purposes of this paragraph (3), "teacher"
includes core teachers, specialist and elective teachers,

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instructional facilitators, tutors, special education
teachers, pupil support staff teachers, English learner
teachers, extended day teachers, and summer school
teachers. Where specific grade data is not required for
the Essential Elements, the average salary for
corresponding positions shall apply. For substitute
teachers, the average teacher salary for grades K through
12 shall apply.
For calculating the salaries included within the
Essential Elements for positions not included within EIS
Data, the following salaries shall be used in the first
year of implementation of Evidence-Based Funding:
(i) school site staff, $30,000; and
(ii) non-instructional assistant, instructional
assistant, library aide, library media tech, or
supervisory aide: $25,000.
In the second and subsequent years of implementation
of Evidence-Based Funding, the amounts in items (i) and
(ii) of this paragraph (3) shall annually increase by the
ECI.
The salary amounts for the Essential Elements
determined pursuant to subparagraphs (A) through (L), (S)
and (T), and (V) through (X) of paragraph (2) of
subsection (b) of this Section shall be multiplied by a
Regionalization Factor.
(c) Local Capacity calculation.

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(1) Each Organizational Unit's Local Capacity
represents an amount of funding it is assumed to
contribute toward its Adequacy Target for purposes of the
Evidence-Based Funding formula calculation. "Local
Capacity" means either (i) the Organizational Unit's Local
Capacity Target as calculated in accordance with paragraph
(2) of this subsection (c) if its Real Receipts are equal
to or less than its Local Capacity Target or (ii) the
Organizational Unit's Adjusted Local Capacity, as
calculated in accordance with paragraph (3) of this
subsection (c) if Real Receipts are more than its Local
Capacity Target.
(2) "Local Capacity Target" means, for an
Organizational Unit, that dollar amount that is obtained
by multiplying its Adequacy Target by its Local Capacity
Ratio.
(A) An Organizational Unit's Local Capacity
Percentage is the conversion of the Organizational
Unit's Local Capacity Ratio, as such ratio is
determined in accordance with subparagraph (B) of this
paragraph (2), into a cumulative distribution
resulting in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The calculation of
Local Capacity Percentage is described in subparagraph
(C) of this paragraph (2).

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(B) An Organizational Unit's Local Capacity Ratio
in a given year is the percentage obtained by dividing
its Adjusted EAV or PTELL EAV, whichever is less, by
its Adequacy Target, with the resulting ratio further
adjusted as follows:
(i) for Organizational Units serving grades
kindergarten through 12 and Hybrid Districts, no
further adjustments shall be made;
(ii) for Organizational Units serving grades
kindergarten through 8, the ratio shall be
multiplied by 9/13;
(iii) for Organizational Units serving grades
9 through 12, the Local Capacity Ratio shall be
multiplied by 4/13; and
(iv) for an Organizational Unit with a
different grade configuration than those specified
in items (i) through (iii) of this subparagraph
(B), the State Superintendent shall determine a
comparable adjustment based on the grades served.
(C) The Local Capacity Percentage is equal to the
percentile ranking of the district. Local Capacity
Percentage converts each Organizational Unit's Local
Capacity Ratio to a cumulative distribution resulting
in a percentile ranking to determine each
Organizational Unit's relative position to all other
Organizational Units in this State. The Local Capacity

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Percentage cumulative distribution resulting in a
percentile ranking for each Organizational Unit shall
be calculated using the standard normal distribution
of the score in relation to the weighted mean and
weighted standard deviation and Local Capacity Ratios
of all Organizational Units. If the value assigned to
any Organizational Unit is in excess of 90%, the value
shall be adjusted to 90%. For Laboratory Schools, the
Local Capacity Percentage shall be set at 10% in
recognition of the absence of EAV and resources from
the public university that are allocated to the
Laboratory School. For programs operated by a regional
office of education or an intermediate service center,
the Local Capacity Percentage must be set at 10% in
recognition of the absence of EAV and resources from
school districts that are allocated to the regional
office of education or intermediate service center.
The weighted mean for the Local Capacity Percentage
shall be determined by multiplying each Organizational
Unit's Local Capacity Ratio times the ASE for the unit
creating a weighted value, summing the weighted values
of all Organizational Units, and dividing by the total
ASE of all Organizational Units. The weighted standard
deviation shall be determined by taking the square
root of the weighted variance of all Organizational
Units' Local Capacity Ratio, where the variance is

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calculated by squaring the difference between each
unit's Local Capacity Ratio and the weighted mean,
then multiplying the variance for each unit times the
ASE for the unit to create a weighted variance for each
unit, then summing all units' weighted variance and
dividing by the total ASE of all units.
(D) For any Organizational Unit, the
Organizational Unit's Adjusted Local Capacity Target
shall be reduced by either (i) the school board's
remaining contribution pursuant to paragraph (ii) of
subsection (b-4) of Section 16-158 of the Illinois
Pension Code in a given year or (ii) the board of
education's remaining contribution pursuant to
paragraph (iv) of subsection (b) of Section 17-129 of
the Illinois Pension Code absent the employer normal
cost portion of the required contribution and amount
allowed pursuant to subdivision (3) of Section
17-142.1 of the Illinois Pension Code in a given year.
In the preceding sentence, item (i) shall be certified
to the State Board of Education by the Teachers'
Retirement System of the State of Illinois and item
(ii) shall be certified to the State Board of
Education by the Public School Teachers' Pension and
Retirement Fund of the City of Chicago.
(3) If an Organizational Unit's Real Receipts are more
than its Local Capacity Target, then its Local Capacity

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shall equal an Adjusted Local Capacity Target as
calculated in accordance with this paragraph (3). The
Adjusted Local Capacity Target is calculated as the sum of
the Organizational Unit's Local Capacity Target and its
Real Receipts Adjustment. The Real Receipts Adjustment
equals the Organizational Unit's Real Receipts less its
Local Capacity Target, with the resulting figure
multiplied by the Local Capacity Percentage.
As used in this paragraph (3), "Real Percent of
Adequacy" means the sum of an Organizational Unit's Real
Receipts, CPPRT, and Base Funding Minimum, with the
resulting figure divided by the Organizational Unit's
Adequacy Target.
(d) Calculation of Real Receipts, EAV, and Adjusted EAV
for purposes of the Local Capacity calculation.
(1) An Organizational Unit's Real Receipts are the
product of its Applicable Tax Rate and its Adjusted EAV.
An Organizational Unit's Applicable Tax Rate is its
Adjusted Operating Tax Rate for property within the
Organizational Unit.
(2) The State Superintendent shall calculate the
equalized assessed valuation, or EAV, of all taxable
property of each Organizational Unit as of September 30 of
the previous year in accordance with paragraph (3) of this
subsection (d). The State Superintendent shall then
determine the Adjusted EAV of each Organizational Unit in

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accordance with paragraph (4) of this subsection (d),
which Adjusted EAV figure shall be used for the purposes
of calculating Local Capacity.
(3) To calculate Real Receipts and EAV, the Department
of Revenue shall supply to the State Superintendent the
value as equalized or assessed by the Department of
Revenue of all taxable property of every Organizational
Unit, together with (i) the applicable tax rate used in
extending taxes for the funds of the Organizational Unit
as of September 30 of the previous year and (ii) the
limiting rate for all Organizational Units subject to
property tax extension limitations as imposed under PTELL.
(A) The Department of Revenue shall add to the
equalized assessed value of all taxable property of
each Organizational Unit situated entirely or
partially within a county that is or was subject to the
provisions of Section 15-176 or 15-177 of the Property
Tax Code (i) an amount equal to the total amount by
which the homestead exemption allowed under Section
15-176 or 15-177 of the Property Tax Code for real
property situated in that Organizational Unit exceeds
the total amount that would have been allowed in that
Organizational Unit if the maximum reduction under
Section 15-176 was (I) $4,500 in Cook County or $3,500
in all other counties in tax year 2003 or (II) $5,000
in all counties in tax year 2004 and thereafter and

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(ii) an amount equal to the aggregate amount for the
taxable year of all additional exemptions under
Section 15-175 of the Property Tax Code for owners
with a household income of $30,000 or less. The county
clerk of any county that is or was subject to the
provisions of Section 15-176 or 15-177 of the Property
Tax Code shall annually calculate and certify to the
Department of Revenue for each Organizational Unit all
homestead exemption amounts under Section 15-176 or
15-177 of the Property Tax Code and all amounts of
additional exemptions under Section 15-175 of the
Property Tax Code for owners with a household income
of $30,000 or less. It is the intent of this
subparagraph (A) that if the general homestead
exemption for a parcel of property is determined under
Section 15-176 or 15-177 of the Property Tax Code
rather than Section 15-175, then the calculation of
EAV shall not be affected by the difference, if any,
between the amount of the general homestead exemption
allowed for that parcel of property under Section
15-176 or 15-177 of the Property Tax Code and the
amount that would have been allowed had the general
homestead exemption for that parcel of property been
determined under Section 15-175 of the Property Tax
Code. It is further the intent of this subparagraph
(A) that if additional exemptions are allowed under

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Section 15-175 of the Property Tax Code for owners
with a household income of less than $30,000, then the
calculation of EAV shall not be affected by the
difference, if any, because of those additional
exemptions.
(B) With respect to any part of an Organizational
Unit within a redevelopment project area in respect to
which a municipality has adopted tax increment
allocation financing pursuant to the Tax Increment
Allocation Redevelopment Act, Division 74.4 of Article
11 of the Illinois Municipal Code, or the Industrial
Jobs Recovery Law, Division 74.6 of Article 11 of the
Illinois Municipal Code, no part of the current EAV of
real property located in any such project area that is
attributable to an increase above the total initial
EAV of such property shall be used as part of the EAV
of the Organizational Unit, until such time as all
redevelopment project costs have been paid, as
provided in Section 11-74.4-8 of the Tax Increment
Allocation Redevelopment Act or in Section 11-74.6-35
of the Industrial Jobs Recovery Law. For the purpose
of the EAV of the Organizational Unit, the total
initial EAV or the current EAV, whichever is lower,
shall be used until such time as all redevelopment
project costs have been paid.
(B-5) The real property equalized assessed

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valuation for a school district shall be adjusted by
subtracting from the real property value, as equalized
or assessed by the Department of Revenue, for the
district an amount computed by dividing the amount of
any abatement of taxes under Section 18-170 of the
Property Tax Code by 3.00% for a district maintaining
grades kindergarten through 12, by 2.30% for a
district maintaining grades kindergarten through 8, or
by 1.05% for a district maintaining grades 9 through
12 and adjusted by an amount computed by dividing the
amount of any abatement of taxes under subsection (a)
of Section 18-165 of the Property Tax Code by the same
percentage rates for district type as specified in
this subparagraph (B-5).
(C) For Organizational Units that are Hybrid
Districts, the State Superintendent shall use the
lesser of the adjusted equalized assessed valuation
for property within the partial elementary unit
district for elementary purposes, as defined in
Article 11E of this Code, or the adjusted equalized
assessed valuation for property within the partial
elementary unit district for high school purposes, as
defined in Article 11E of this Code.
(D) If a school district's boundaries span
multiple counties, then the Department of Revenue
shall send to the State Board, for the purposes of

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calculating Evidence-Based Funding, the limiting rate
and individual rates by purpose for the county that
contains the majority of the school district's
equalized assessed valuation.
(4) An Organizational Unit's Adjusted EAV shall be the
average of its EAV over the immediately preceding 3 years
or the lesser of its EAV in the immediately preceding year
or the average of its EAV over the immediately preceding 3
years if the EAV in the immediately preceding year has
declined by 10% or more when comparing the 2 most recent
years. In the event of Organizational Unit reorganization,
consolidation, or annexation, the Organizational Unit's
Adjusted EAV for the first 3 years after such change shall
be as follows: the most current EAV shall be used in the
first year, the average of a 2-year EAV or its EAV in the
immediately preceding year if the EAV declines by 10% or
more when comparing the 2 most recent years for the second
year, and the lesser of a 3-year average EAV or its EAV in
the immediately preceding year if the Adjusted EAV
declines by 10% or more when comparing the 2 most recent
years for the third year. For any school district whose
EAV in the immediately preceding year is used in
calculations, in the following year, the Adjusted EAV
shall be the average of its EAV over the immediately
preceding 2 years or the immediately preceding year if
that year represents a decline of 10% or more when

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comparing the 2 most recent years.
"PTELL EAV" means a figure calculated by the State
Board for Organizational Units subject to PTELL as
described in this paragraph (4) for the purposes of
calculating an Organizational Unit's Local Capacity Ratio.
Except as otherwise provided in this paragraph (4), the
PTELL EAV of an Organizational Unit shall be equal to the
product of the equalized assessed valuation last used in
the calculation of general State aid under Section 18-8.05
of this Code (now repealed) or Evidence-Based Funding
under this Section and the Organizational Unit's Extension
Limitation Ratio. If an Organizational Unit has approved
or does approve an increase in its limiting rate, pursuant
to Section 18-190 of the Property Tax Code, affecting the
Base Tax Year, the PTELL EAV shall be equal to the product
of the equalized assessed valuation last used in the
calculation of general State aid under Section 18-8.05 of
this Code (now repealed) or Evidence-Based Funding under
this Section multiplied by an amount equal to one plus the
percentage increase, if any, in the Consumer Price Index
for All Urban Consumers for all items published by the
United States Department of Labor for the 12-month
calendar year preceding the Base Tax Year, plus the
equalized assessed valuation of new property, annexed
property, and recovered tax increment value and minus the
equalized assessed valuation of disconnected property.

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As used in this paragraph (4), "new property" and
"recovered tax increment value" shall have the meanings
set forth in the Property Tax Extension Limitation Law.
(e) Base Funding Minimum calculation.
(1) For the 2017-2018 school year, the Base Funding
Minimum of an Organizational Unit or a Specially Funded
Unit shall be the amount of State funds distributed to the
Organizational Unit or Specially Funded Unit during the
2016-2017 school year prior to any adjustments and
specified appropriation amounts described in this
paragraph (1) from the following Sections, as calculated
by the State Superintendent: Section 18-8.05 of this Code
(now repealed); Section 5 of Article 224 of Public Act
99-524 (equity grants); Section 14-7.02b of this Code
(funding for children requiring special education
services); Section 14-13.01 of this Code (special
education facilities and staffing), except for
reimbursement of the cost of transportation pursuant to
Section 14-13.01; Section 14C-12 of this Code (English
learners); and Section 18-4.3 of this Code (summer
school), based on an appropriation level of $13,121,600.
For a school district organized under Article 34 of this
Code, the Base Funding Minimum also includes (i) the funds
allocated to the school district pursuant to Section 1D-1
of this Code attributable to funding programs authorized
by the Sections of this Code listed in the preceding

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sentence and (ii) the difference between (I) the funds
allocated to the school district pursuant to Section 1D-1
of this Code attributable to the funding programs
authorized by Section 14-7.02 (non-public special
education reimbursement), subsection (b) of Section
14-13.01 (special education transportation), Section 29-5
(transportation), Section 2-3.80 (agricultural
education), Section 2-3.66 (truants' alternative
education), Section 2-3.62 (educational service centers),
and Section 14-7.03 (special education - orphanage) of
this Code and Section 15 of the Childhood Hunger Relief
Act (free breakfast program) and (II) the school
district's actual expenditures for its non-public special
education, special education transportation,
transportation programs, agricultural education, truants'
alternative education, services that would otherwise be
performed by a regional office of education, special
education orphanage expenditures, and free breakfast, as
most recently calculated and reported pursuant to
subsection (f) of Section 1D-1 of this Code. The Base
Funding Minimum for Glenwood Academy shall be $952,014.
For programs operated by a regional office of education or
an intermediate service center, the Base Funding Minimum
must be the total amount of State funds allocated to those
programs in the 2018-2019 school year and amounts provided
pursuant to Article 34 of Public Act 100-586 and Section

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3-16 of this Code. All programs established after June 5,
2019 (the effective date of Public Act 101-10) and
administered by a regional office of education or an
intermediate service center must have an initial Base
Funding Minimum set to an amount equal to the first-year
ASE multiplied by the amount of per pupil funding received
in the previous school year by the lowest funded similar
existing program type. If the enrollment for a program
operated by a regional office of education or an
intermediate service center is zero, then it may not
receive Base Funding Minimum funds for that program in the
next fiscal year, and those funds must be distributed to
Organizational Units under subsection (g).
(2) For the 2018-2019 and subsequent school years, the
Base Funding Minimum of Organizational Units and Specially
Funded Units shall be the sum of (i) the amount of
Evidence-Based Funding for the prior school year, (ii) the
Base Funding Minimum for the prior school year, and (iii)
any amount received by a school district pursuant to
Section 7 of Article 97 of Public Act 100-21.
For the 2022-2023 school year, the Base Funding
Minimum of Organizational Units shall be the amounts
recalculated by the State Board of Education for Fiscal
Year 2019 through Fiscal Year 2022 that were necessary due
to average student enrollment errors for districts
organized under Article 34 of this Code, plus the Fiscal

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Year 2022 property tax relief grants provided under
Section 2-3.170 of this Code, ensuring each Organizational
Unit has the correct amount of resources for Fiscal Year
2023 Evidence-Based Funding calculations and that Fiscal
Year 2023 Evidence-Based Funding Distributions are made in
accordance with this Section.
(2.5) Beginning with the 2024-2025 school year, the
Base Funding Minimum calculated for a regional office of
education or intermediate service center shall be equal to
the sum of the Base Funding Minimum amounts distributed to
all alternative education programs operated by the
regional office of education or intermediate service
center in the prior school year.
(3) Subject to approval by the General Assembly as
provided in this paragraph (3), an Organizational Unit
that meets all of the following criteria, as determined by
the State Board, shall have District Intervention Money
added to its Base Funding Minimum at the time the Base
Funding Minimum is calculated by the State Board:
(A) The Organizational Unit is operating under an
Independent Authority under Section 2-3.25f-5 of this
Code for a minimum of 4 school years or is subject to
the control of the State Board pursuant to a court
order for a minimum of 4 school years.
(B) The Organizational Unit was designated as a
Tier 1 or Tier 2 Organizational Unit in the previous

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school year under paragraph (3) of subsection (g) of
this Section.
(C) The Organizational Unit demonstrates
sustainability through a 5-year financial and
strategic plan.
(D) The Organizational Unit has made sufficient
progress and achieved sufficient stability in the
areas of governance, academic growth, and finances.
As part of its determination under this paragraph (3),
the State Board may consider the Organizational Unit's
summative designation, any accreditations of the
Organizational Unit, or the Organizational Unit's
financial profile, as calculated by the State Board.
If the State Board determines that an Organizational
Unit has met the criteria set forth in this paragraph (3),
it must submit a report to the General Assembly, no later
than January 2 of the fiscal year in which the State Board
makes it determination, on the amount of District
Intervention Money to add to the Organizational Unit's
Base Funding Minimum. The General Assembly must review the
State Board's report and may approve or disapprove, by
joint resolution, the addition of District Intervention
Money. If the General Assembly fails to act on the report
within 40 calendar days from the receipt of the report,
the addition of District Intervention Money is deemed
approved. If the General Assembly approves the amount of

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District Intervention Money to be added to the
Organizational Unit's Base Funding Minimum, the District
Intervention Money must be added to the Base Funding
Minimum annually thereafter.
For the first 4 years following the initial year that
the State Board determines that an Organizational Unit has
met the criteria set forth in this paragraph (3) and has
received funding under this Section, the Organizational
Unit must annually submit to the State Board, on or before
November 30, a progress report regarding its financial and
strategic plan under subparagraph (C) of this paragraph
(3). The plan shall include the financial data from the
past 4 annual financial reports or financial audits that
must be presented to the State Board by November 15 of each
year and the approved budget financial data for the
current year. The plan shall be developed according to the
guidelines presented to the Organizational Unit by the
State Board. The plan shall further include financial
projections for the next 3 fiscal years and include a
discussion and financial summary of the Organizational
Unit's facility needs. If the Organizational Unit does not
demonstrate sufficient progress toward its 5-year plan or
if it has failed to file an annual financial report, an
annual budget, a financial plan, a deficit reduction plan,
or other financial information as required by law, the
State Board may establish a Financial Oversight Panel

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under Article 1H of this Code. However, if the
Organizational Unit already has a Financial Oversight
Panel, the State Board may extend the duration of the
Panel.
(f) Percent of Adequacy and Final Resources calculation.
(1) The Evidence-Based Funding formula establishes a
Percent of Adequacy for each Organizational Unit in order
to place such units into tiers for the purposes of the
funding distribution system described in subsection (g) of
this Section. Initially, an Organizational Unit's
Preliminary Resources and Preliminary Percent of Adequacy
are calculated pursuant to paragraph (2) of this
subsection (f). Then, an Organizational Unit's Final
Resources and Final Percent of Adequacy are calculated to
account for the Organizational Unit's poverty
concentration levels pursuant to paragraphs (3) and (4) of
this subsection (f).
(2) An Organizational Unit's Preliminary Resources are
equal to the sum of its Local Capacity Target, CPPRT, and
Base Funding Minimum. An Organizational Unit's Preliminary
Percent of Adequacy is the lesser of (i) its Preliminary
Resources divided by its Adequacy Target or (ii) 100%.
(3) Except for Specially Funded Units, an
Organizational Unit's Final Resources are equal to the sum
of its Local Capacity, CPPRT, and Adjusted Base Funding
Minimum. The Base Funding Minimum of each Specially Funded

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Unit shall serve as its Final Resources, except that the
Base Funding Minimum for State-approved charter schools
shall not include any portion of general State aid
allocated in the prior year based on the per capita
tuition charge times the charter school enrollment.
(4) An Organizational Unit's Final Percent of Adequacy
is its Final Resources divided by its Adequacy Target. An
Organizational Unit's Adjusted Base Funding Minimum is
equal to its Base Funding Minimum less its Supplemental
Grant Funding, with the resulting figure added to the
product of its Supplemental Grant Funding and Preliminary
Percent of Adequacy.
(g) Evidence-Based Funding formula distribution system.
(1) In each school year under the Evidence-Based
Funding formula, each Organizational Unit receives funding
equal to the sum of its Base Funding Minimum and the unit's
allocation of New State Funds determined pursuant to this
subsection (g). To allocate New State Funds, the
Evidence-Based Funding formula distribution system first
places all Organizational Units into one of 4 tiers in
accordance with paragraph (3) of this subsection (g),
based on the Organizational Unit's Final Percent of
Adequacy. New State Funds are allocated to each of the 4
tiers as follows: Tier 1 Aggregate Funding equals 50% of
all New State Funds, Tier 2 Aggregate Funding equals 49%
of all New State Funds, Tier 3 Aggregate Funding equals

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0.9% of all New State Funds, and Tier 4 Aggregate Funding
equals 0.1% of all New State Funds. Each Organizational
Unit within Tier 1 or Tier 2 receives an allocation of New
State Funds equal to its tier Funding Gap, as defined in
the following sentence, multiplied by the tier's
Allocation Rate determined pursuant to paragraph (4) of
this subsection (g). For Tier 1, an Organizational Unit's
Funding Gap equals the tier's Target Ratio, as specified
in paragraph (5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources. For Tier 2, an Organizational Unit's Funding
Gap equals the tier's Target Ratio, as described in
paragraph (5) of this subsection (g), multiplied by the
Organizational Unit's Adequacy Target, with the resulting
amount reduced by the Organizational Unit's Final
Resources and its Tier 1 funding allocation. To determine
the Organizational Unit's Funding Gap, the resulting
amount is then multiplied by a factor equal to one minus
the Organizational Unit's Local Capacity Target
percentage. Each Organizational Unit within Tier 3 or Tier
4 receives an allocation of New State Funds equal to the
product of its Adequacy Target and the tier's Allocation
Rate, as specified in paragraph (4) of this subsection
(g).
(2) To ensure equitable distribution of dollars for

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all Tier 2 Organizational Units, no Tier 2 Organizational
Unit shall receive fewer dollars per ASE than any Tier 3
Organizational Unit. Each Tier 2 and Tier 3 Organizational
Unit shall have its funding allocation divided by its ASE.
Any Tier 2 Organizational Unit with a funding allocation
per ASE below the greatest Tier 3 allocation per ASE shall
get a funding allocation equal to the greatest Tier 3
funding allocation per ASE multiplied by the
Organizational Unit's ASE. Each Tier 2 Organizational
Unit's Tier 2 funding allocation shall be multiplied by
the percentage calculated by dividing the original Tier 2
Aggregate Funding by the sum of all Tier 2 Organizational
Units' Tier 2 funding allocation after adjusting
districts' funding below Tier 3 levels.
(3) Organizational Units are placed into one of 4
tiers as follows:
(A) Tier 1 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy less than the Tier 1 Target Ratio. The Tier 1
Target Ratio is the ratio level that allows for Tier 1
Aggregate Funding to be distributed, with the Tier 1
Allocation Rate determined pursuant to paragraph (4)
of this subsection (g).
(B) Tier 2 consists of all Tier 1 Units and all
other Organizational Units, except for Specially
Funded Units, with a Percent of Adequacy of less than

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0.90.
(C) Tier 3 consists of all Organizational Units,
except for Specially Funded Units, with a Percent of
Adequacy of at least 0.90 and less than 1.0.
(D) Tier 4 consists of all Organizational Units
with a Percent of Adequacy of at least 1.0.
(4) The Allocation Rates for Tiers 1 through 4 are
determined as follows:
(A) The Tier 1 Allocation Rate is 30%.
(B) The Tier 2 Allocation Rate is the result of the
following equation: Tier 2 Aggregate Funding, divided
by the sum of the Funding Gaps for all Tier 2
Organizational Units, unless the result of such
equation is higher than 1.0. If the result of such
equation is higher than 1.0, then the Tier 2
Allocation Rate is 1.0.
(C) The Tier 3 Allocation Rate is the result of the
following equation: Tier 3 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 3
Organizational Units.
(D) The Tier 4 Allocation Rate is the result of the
following equation: Tier 4 Aggregate Funding, divided
by the sum of the Adequacy Targets of all Tier 4
Organizational Units.
(5) A tier's Target Ratio is determined as follows:
(A) The Tier 1 Target Ratio is the ratio level that

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allows for Tier 1 Aggregate Funding to be distributed
with the Tier 1 Allocation Rate.
(B) The Tier 2 Target Ratio is 0.90.
(C) The Tier 3 Target Ratio is 1.0.
(6) If, at any point, the Tier 1 Target Ratio is
greater than 90%, then all Tier 1 funding shall be
allocated to Tier 2 and no Tier 1 Organizational Unit's
funding may be identified.
(7) In the event that all Tier 2 Organizational Units
receive funding at the Tier 2 Target Ratio level, any
remaining New State Funds shall be allocated to Tier 3 and
Tier 4 Organizational Units.
(8) If any Specially Funded Units, excluding Glenwood
Academy, recognized by the State Board do not qualify for
direct funding following the implementation of Public Act
100-465 from any of the funding sources included within
the definition of Base Funding Minimum, the unqualified
portion of the Base Funding Minimum shall be transferred
to one or more appropriate Organizational Units as
determined by the State Superintendent based on the prior
year ASE of the Organizational Units.
(8.5) If a school district withdraws from a special
education cooperative, the portion of the Base Funding
Minimum that is attributable to the school district may be
redistributed to the school district upon withdrawal. The
school district and the cooperative must include the

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amount of the Base Funding Minimum that is to be
reapportioned in their withdrawal agreement and notify the
State Board of the change with a copy of the agreement upon
withdrawal.
(9) The Minimum Funding Level is intended to establish
a target for State funding that will keep pace with
inflation and continue to advance equity through the
Evidence-Based Funding formula. The target for State
funding of New Property Tax Relief Pool Funds is
$50,000,000 for State fiscal year 2019 and subsequent
State fiscal years. The Minimum Funding Level is equal to
$350,000,000. In addition to any New State Funds, no more
than $50,000,000 New Property Tax Relief Pool Funds may be
counted toward the Minimum Funding Level. If the sum of
New State Funds and applicable New Property Tax Relief
Pool Funds are less than the Minimum Funding Level, than
funding for tiers shall be reduced in the following
manner:
(A) First, Tier 4 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds until such time as
Tier 4 funding is exhausted.
(B) Next, Tier 3 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds and the reduction in
Tier 4 funding until such time as Tier 3 funding is

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exhausted.
(C) Next, Tier 2 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding Level and New State Funds and the reduction in
Tier 4 and Tier 3.
(D) Finally, Tier 1 funding shall be reduced by an
amount equal to the difference between the Minimum
Funding level and New State Funds and the reduction in
Tier 2, 3, and 4 funding. In addition, the Allocation
Rate for Tier 1 shall be reduced to a percentage equal
to the Tier 1 Allocation Rate set by paragraph (4) of
this subsection (g), multiplied by the result of New
State Funds divided by the Minimum Funding Level.
(9.5) For State fiscal year 2019 and subsequent State
fiscal years, if New State Funds exceed $300,000,000, then
any amount in excess of $300,000,000 shall be dedicated
for purposes of Section 2-3.170 of this Code up to a
maximum of $50,000,000.
(10) In the event of a decrease in the amount of the
appropriation for this Section in any fiscal year after
implementation of this Section, the Organizational Units
receiving Tier 1 and Tier 2 funding, as determined under
paragraph (3) of this subsection (g), shall be held
harmless by establishing a Base Funding Guarantee equal to
the per pupil kindergarten through grade 12 funding
received in accordance with this Section in the prior

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fiscal year. Reductions shall be made to the Base Funding
Minimum of Organizational Units in Tier 3 and Tier 4 on a
per pupil basis equivalent to the total number of the ASE
in Tier 3-funded and Tier 4-funded Organizational Units
divided by the total reduction in State funding. The Base
Funding Minimum as reduced shall continue to be applied to
Tier 3 and Tier 4 Organizational Units and adjusted by the
relative formula when increases in appropriations for this
Section resume. In no event may State funding reductions
to Organizational Units in Tier 3 or Tier 4 exceed an
amount that would be less than the Base Funding Minimum
established in the first year of implementation of this
Section. If additional reductions are required, all school
districts shall receive a reduction by a per pupil amount
equal to the aggregate additional appropriation reduction
divided by the total ASE of all Organizational Units.
(11) The State Superintendent shall make minor
adjustments to the distribution formula set forth in this
subsection (g) to account for the rounding of percentages
to the nearest tenth of a percentage and dollar amounts to
the nearest whole dollar.
(h) State Superintendent administration of funding and
district submission requirements.
(1) The State Superintendent shall, in accordance with
appropriations made by the General Assembly, meet the
funding obligations created under this Section.

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(2) The State Superintendent shall calculate the
Adequacy Target for each Organizational Unit under this
Section. No Evidence-Based Funding shall be distributed
within an Organizational Unit without the approval of the
unit's school board.
(3) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the unit's
aggregate financial adequacy amount, which shall be the
sum of the Adequacy Target for each Organizational Unit.
The State Superintendent shall calculate and report
separately for each Organizational Unit the unit's total
State funds allocated for its students with disabilities.
The State Superintendent shall calculate and report
separately for each Organizational Unit the amount of
funding and applicable FTE calculated for each Essential
Element of the unit's Adequacy Target.
(4) Annually, the State Superintendent shall calculate
and report to each Organizational Unit the amount the unit
must expend on special education and bilingual education
and computer technology and equipment for Organizational
Units assigned to Tier 1 or Tier 2 that received an
additional $285.50 per student computer technology and
equipment investment grant to their Adequacy Target
pursuant to the unit's Base Funding Minimum, Special
Education Allocation, Bilingual Education Allocation, and
computer technology and equipment investment allocation.

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(5) Moneys distributed under this Section shall be
calculated on a school year basis, but paid on a fiscal
year basis, with payments beginning in August and
extending through June. Unless otherwise provided, the
moneys appropriated for each fiscal year shall be
distributed in 22 equal payments at least 2 times monthly
to each Organizational Unit. If moneys appropriated for
any fiscal year are distributed other than monthly, the
distribution shall be on the same basis for each
Organizational Unit.
(6) Any school district that fails, for any given
school year, to maintain school as required by law or to
maintain a recognized school is not eligible to receive
Evidence-Based Funding. In case of non-recognition of one
or more attendance centers in a school district otherwise
operating recognized schools, the claim of the district
shall be reduced in the proportion that the enrollment in
the attendance center or centers bears to the enrollment
of the school district. "Recognized school" means any
public school that meets the standards for recognition by
the State Board. A school district or attendance center
not having recognition status at the end of a school term
is entitled to receive State aid payments due upon a legal
claim that was filed while it was recognized.
(7) School district claims filed under this Section
are subject to Sections 18-9 and 18-12 of this Code,

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except as otherwise provided in this Section.
(8) Each fiscal year, the State Superintendent shall
calculate for each Organizational Unit an amount of its
Base Funding Minimum and Evidence-Based Funding that shall
be deemed attributable to the provision of special
educational facilities and services, as defined in Section
14-1.08 of this Code, in a manner that ensures compliance
with maintenance of State financial support requirements
under the federal Individuals with Disabilities Education
Act. An Organizational Unit must use such funds only for
the provision of special educational facilities and
services, as defined in Section 14-1.08 of this Code, and
must comply with any expenditure verification procedures
adopted by the State Board.
(9) All Organizational Units in this State must submit
annual spending plans, as part of the budget submission
process, no later than October 31 of each year to the State
Board. The spending plan shall describe how each
Organizational Unit will utilize the Base Funding Minimum
and Evidence-Based Funding it receives from this State
under this Section with specific identification of the
intended utilization of Low-Income, English learner, and
special education resources. Additionally, the annual
spending plans of each Organizational Unit shall describe
how the Organizational Unit expects to achieve student
growth and how the Organizational Unit will achieve State

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education goals, as defined by the State Board. The State
Superintendent may, from time to time, identify additional
requisites for Organizational Units to satisfy when
compiling the annual spending plans required under this
subsection (h). The format and scope of annual spending
plans shall be developed by the State Superintendent and
the State Board of Education. School districts that serve
students under Article 14C of this Code shall continue to
submit information as required under Section 14C-12 of
this Code.
(10) No later than January 1, 2018, the State
Superintendent shall develop a 5-year strategic plan for
all Organizational Units to help in planning for adequacy
funding under this Section. The State Superintendent shall
submit the plan to the Governor and the General Assembly,
as provided in Section 3.1 of the General Assembly
Organization Act. The plan shall include recommendations
for:
(A) a framework for collaborative, professional,
innovative, and 21st century learning environments
using the Evidence-Based Funding model;
(B) ways to prepare and support this State's
educators for successful instructional careers;
(C) application and enhancement of the current
financial accountability measures, the approved State
plan to comply with the federal Every Student Succeeds

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Act, and the Illinois Balanced Accountability Measures
in relation to student growth and elements of the
Evidence-Based Funding model; and
(D) implementation of an effective school adequacy
funding system based on projected and recommended
funding levels from the General Assembly.
(11) On an annual basis, the State Superintendent must
recalibrate all of the following per pupil elements of the
Adequacy Target and applied to the formulas, based on the
study of average expenses and as reported in the most
recent annual financial report:
(A) Gifted under subparagraph (M) of paragraph (2)
of subsection (b).
(B) Instructional materials under subparagraph (O)
of paragraph (2) of subsection (b).
(C) Assessment under subparagraph (P) of paragraph
(2) of subsection (b).
(D) Student activities under subparagraph (R) of
paragraph (2) of subsection (b).
(E) Maintenance and operations under subparagraph
(S) of paragraph (2) of subsection (b).
(F) Central office under subparagraph (T) of
paragraph (2) of subsection (b).
(i) Professional Review Panel.
(1) A Professional Review Panel is created to study
and review topics related to the implementation and effect

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of Evidence-Based Funding, as assigned by a joint
resolution or Public Act of the General Assembly or a
motion passed by the State Board of Education. The Panel
must provide recommendations to and serve the Governor,
the General Assembly, and the State Board. The State
Superintendent or his or her designee must serve as a
voting member and chairperson of the Panel. The State
Superintendent must appoint a vice chairperson from the
membership of the Panel. The Panel must advance
recommendations based on a three-fifths majority vote of
Panel members present and voting. A minority opinion may
also accompany any recommendation of the Panel. The Panel
shall be appointed by the State Superintendent, except as
otherwise provided in paragraph (2) of this subsection (i)
and include the following members:
(A) Two appointees that represent district
superintendents, recommended by a statewide
organization that represents district superintendents.
(B) Two appointees that represent school boards,
recommended by a statewide organization that
represents school boards.
(C) Two appointees from districts that represent
school business officials, recommended by a statewide
organization that represents school business
officials.
(D) Two appointees that represent school

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principals, recommended by a statewide organization
that represents school principals.
(E) Two appointees that represent teachers,
recommended by a statewide organization that
represents teachers.
(F) Two appointees that represent teachers,
recommended by another statewide organization that
represents teachers.
(G) Two appointees that represent regional
superintendents of schools, recommended by
organizations that represent regional superintendents.
(H) Two independent experts selected solely by the
State Superintendent.
(I) Two independent experts recommended by public
universities in this State.
(J) One member recommended by a statewide
organization that represents parents.
(K) Two representatives recommended by collective
impact organizations that represent major metropolitan
areas or geographic areas in Illinois.
(L) One member from a statewide organization
focused on research-based education policy to support
a school system that prepares all students for
college, a career, and democratic citizenship.
(M) One representative from a school district
organized under Article 34 of this Code.

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The State Superintendent shall ensure that the
membership of the Panel includes representatives from
school districts and communities reflecting the
geographic, socio-economic, racial, and ethnic diversity
of this State. The State Superintendent shall additionally
ensure that the membership of the Panel includes
representatives with expertise in bilingual education and
special education. Staff from the State Board shall staff
the Panel.
(2) In addition to those Panel members appointed by
the State Superintendent, 4 members of the General
Assembly shall be appointed as follows: one member of the
House of Representatives appointed by the Speaker of the
House of Representatives, one member of the Senate
appointed by the President of the Senate, one member of
the House of Representatives appointed by the Minority
Leader of the House of Representatives, and one member of
the Senate appointed by the Minority Leader of the Senate.
There shall be one additional member appointed by the
Governor. All members appointed by legislative leaders or
the Governor shall be non-voting, ex officio members.
(3) The Panel must study topics at the direction of
the General Assembly or State Board of Education, as
provided under paragraph (1). The Panel may also study the
following topics at the direction of the chairperson:
(A) The format and scope of annual spending plans

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referenced in paragraph (9) of subsection (h) of this
Section.
(B) The Comparable Wage Index under this Section.
(C) Maintenance and operations, including capital
maintenance and construction costs.
(D) "At-risk student" definition.
(E) Benefits.
(F) Technology.
(G) Local Capacity Target.
(H) Funding for Alternative Schools, Laboratory
Schools and regional offices of education or
intermediate service centers that operate an
alternative education program , safe schools, and
alternative learning opportunities programs.
(I) Funding for college and career acceleration
strategies.
(J) Special education investments.
(K) Early childhood investments, in collaboration
with the Illinois Early Learning Council.
(4) (Blank).
(5) Within 5 years after the implementation of this
Section, and every 5 years thereafter, the Panel shall
complete an evaluative study of the entire Evidence-Based
Funding model, including an assessment of whether or not
the formula is achieving State goals. The Panel shall
report to the State Board, the General Assembly, and the

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Governor on the findings of the study.
(6) (Blank).
(7) To ensure that (i) the Adequacy Target calculation
under subsection (b) accurately reflects the needs of
students living in poverty or attending schools located in
areas of high poverty, (ii) racial equity within the
Evidence-Based Funding formula is explicitly explored and
advanced, and (iii) the funding goals of the formula
distribution system established under this Section are
sufficient to provide adequate funding for every student
and to fully fund every school in this State, the Panel
shall review the Essential Elements under paragraph (2) of
subsection (b). The Panel shall consider all of the
following in its review:
(A) The financial ability of school districts to
provide instruction in a foreign language to every
student and whether an additional Essential Element
should be added to the formula to ensure that every
student has access to instruction in a foreign
language.
(B) The adult-to-student ratio for each Essential
Element in which a ratio is identified. The Panel
shall consider whether the ratio accurately reflects
the staffing needed to support students living in
poverty or who have traumatic backgrounds.
(C) Changes to the Essential Elements that may be

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required to better promote racial equity and eliminate
structural racism within schools.
(D) The impact of investing $350,000,000 in
additional funds each year under this Section and an
estimate of when the school system will become fully
funded under this level of appropriation.
(E) Provide an overview of alternative funding
structures that would enable the State to become fully
funded at an earlier date.
(F) The potential to increase efficiency and to
find cost savings within the school system to expedite
the journey to a fully funded system.
(G) The appropriate levels for reenrolling and
graduating high-risk high school students who have
been previously out of school. These outcomes shall
include enrollment, attendance, skill gains, credit
gains, graduation or promotion to the next grade
level, and the transition to college, training, or
employment, with an emphasis on progressively
increasing the overall attendance.
(H) The evidence-based or research-based practices
that are shown to reduce the gaps and disparities
experienced by African American students in academic
achievement and educational performance, including
practices that have been shown to reduce disparities
in disciplinary rates, drop-out rates, graduation

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rates, college matriculation rates, and college
completion rates.
On or before December 31, 2021, the Panel shall report
to the State Board, the General Assembly, and the Governor
on the findings of its review. This paragraph (7) is
inoperative on and after July 1, 2022.
(8) On or before April 1, 2024, the Panel must submit a
report to the General Assembly on annual adjustments to
Glenwood Academy's base-funding minimum in a similar
fashion to school districts under this Section.
(j) References. Beginning July 1, 2017, references in
other laws to general State aid funds or calculations under
Section 18-8.05 of this Code (now repealed) shall be deemed to
be references to evidence-based model formula funds or
calculations under this Section.
(Source: P.A. 102-33, eff. 6-25-21; 102-197, eff. 7-30-21;
102-558, eff. 8-20-21; 102-699, eff. 4-19-22; 102-782, eff.
1-1-23; 102-813, eff. 5-13-22; 102-894, eff. 5-20-22; 103-8,
eff. 6-7-23; 103-154, eff. 6-30-23; 103-175, eff. 6-30-23;
revised 8-30-23.)
(105 ILCS 5/21B-45)
Sec. 21B-45. Professional Educator License renewal.
(a) Individuals holding a Professional Educator License
are required to complete the licensure renewal requirements as
specified in this Section, unless otherwise provided in this

10300SB3156sam001 - 142 - LRB103 36143 RJT 70979 a
Code.
Individuals holding a Professional Educator License shall
meet the renewal requirements set forth in this Section,
unless otherwise provided in this Code. If an individual holds
a license endorsed in more than one area that has different
renewal requirements, that individual shall follow the renewal
requirements for the position for which he or she spends the
majority of his or her time working.
(b) All Professional Educator Licenses not renewed as
provided in this Section shall lapse on September 1 of that
year. Notwithstanding any other provisions of this Section, if
a license holder's electronic mail address is available, the
State Board of Education shall send him or her notification
electronically that his or her license will lapse if not
renewed, to be sent no more than 6 months prior to the license
lapsing. Lapsed licenses may be immediately reinstated upon
(i) payment to the State Board of Education by the applicant of
a $50 penalty or (ii) the demonstration of proficiency by
completing 9 semester hours of coursework from a regionally
accredited institution of higher education in the content area
that most aligns with one or more of the educator's
endorsement areas. Any and all back fees, including without
limitation registration fees owed from the time of expiration
of the license until the date of reinstatement, shall be paid
and kept in accordance with the provisions in Article 3 of this
Code concerning an institute fund and the provisions in

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Article 21B of this Code concerning fees and requirements for
registration. Licenses not registered in accordance with
Section 21B-40 of this Code shall lapse after a period of 6
months from the expiration of the last year of registration or
on January 1 of the fiscal year following initial issuance of
the license. An unregistered license is invalid after
September 1 for employment and performance of services in an
Illinois public or State-operated school or cooperative and in
a charter school. Any license or endorsement may be
voluntarily surrendered by the license holder. A voluntarily
surrendered license shall be treated as a revoked license. An
Educator License with Stipulations with only a
paraprofessional endorsement does not lapse.
(c) From July 1, 2013 through June 30, 2014, in order to
satisfy the requirements for licensure renewal provided for in
this Section, each professional educator licensee with an
administrative endorsement who is working in a position
requiring such endorsement shall complete one Illinois
Administrators' Academy course, as described in Article 2 of
this Code, per fiscal year.
(c-5) All licenses issued by the State Board of Education
under this Article that expire on June 30, 2020 and have not
been renewed by the end of the 2020 renewal period shall be
extended for one year and shall expire on June 30, 2021.
(d) Beginning July 1, 2014, in order to satisfy the
requirements for licensure renewal provided for in this

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Section, each professional educator licensee may create a
professional development plan each year. The plan shall
address one or more of the endorsements that are required of
his or her educator position if the licensee is employed and
performing services in an Illinois public or State-operated
school or cooperative. If the licensee is employed in a
charter school, the plan shall address that endorsement or
those endorsements most closely related to his or her educator
position. Licensees employed and performing services in any
other Illinois schools may participate in the renewal
requirements by adhering to the same process.
Except as otherwise provided in this Section, the
licensee's professional development activities shall align
with one or more of the following criteria:
(1) activities are of a type that engages participants
over a sustained period of time allowing for analysis,
discovery, and application as they relate to student
learning, social or emotional achievement, or well-being;
(2) professional development aligns to the licensee's
performance;
(3) outcomes for the activities must relate to student
growth or district improvement;
(4) activities align to State-approved standards; and
(5) higher education coursework.
(e) For each renewal cycle, each professional educator
licensee shall engage in professional development activities.

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Prior to renewal, the licensee shall enter electronically into
the Educator Licensure Information System (ELIS) the name,
date, and location of the activity, the number of professional
development hours, and the provider's name. The following
provisions shall apply concerning professional development
activities:
(1) Each licensee shall complete a total of 120 hours
of professional development per 5-year renewal cycle in
order to renew the license, except as otherwise provided
in this Section.
(2) Beginning with his or her first full 5-year cycle,
any licensee with an administrative endorsement who is not
working in a position requiring such endorsement is not
required to complete Illinois Administrators' Academy
courses, as described in Article 2 of this Code. Such
licensees must complete one Illinois Administrators'
Academy course within one year after returning to a
position that requires the administrative endorsement.
(3) Any licensee with an administrative endorsement
who is working in a position requiring such endorsement or
an individual with a Teacher Leader endorsement serving in
an administrative capacity at least 50% of the day shall
complete one Illinois Administrators' Academy course, as
described in Article 2 of this Code, each fiscal year in
addition to 100 hours of professional development per
5-year renewal cycle in accordance with this Code.

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However, for the 2021-2022 school year only, a licensee
under this paragraph (3) is not required to complete an
Illinois Administrators' Academy course.
(4) Any licensee holding a current National Board for
Professional Teaching Standards (NBPTS) master teacher
designation shall complete a total of 60 hours of
professional development per 5-year renewal cycle in order
to renew the license.
(5) Licensees working in a position that does not
require educator licensure or working in a position for
less than 50% for any particular year are considered to be
exempt and shall be required to pay only the registration
fee in order to renew and maintain the validity of the
license.
(6) Licensees who are retired and qualify for benefits
from a State of Illinois retirement system shall be listed
as retired, and the license shall be maintained in retired
status. For any renewal cycle in which a licensee retires
during the renewal cycle, the licensee must complete
professional development activities on a prorated basis
depending on the number of years during the renewal cycle
the educator held an active license. If a licensee retires
during a renewal cycle, the license status must be updated
using ELIS indicating that the licensee wishes to maintain
the license in retired status and the licensee must show
proof of completion of professional development activities

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on a prorated basis for all years of that renewal cycle for
which the license was active. An individual with a license
in retired status shall not be required to complete
professional development activities until returning to a
position that requires educator licensure. Upon returning
to work in a position that requires the Professional
Educator License, the license status shall immediately be
updated using ELIS and the licensee shall complete renewal
requirements for that year. A retired teacher, even if
returning to a position that requires educator licensure,
shall not be required to pay registration fees. A license
in retired status cannot lapse. Beginning on January 6,
2017 (the effective date of Public Act 99-920) through
December 31, 2017, any licensee who has retired and whose
license has lapsed for failure to renew as provided in
this Section may reinstate that license and maintain it in
retired status upon providing proof to the State Board of
Education using ELIS that the licensee is retired and is
not working in a position that requires a Professional
Educator License.
(7) For any renewal cycle in which professional
development hours were required, but not fulfilled, the
licensee shall complete any missed hours to total the
minimum professional development hours required in this
Section prior to September 1 of that year. Professional
development hours used to fulfill the minimum required

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hours for a renewal cycle may be used for only one renewal
cycle. For any fiscal year or renewal cycle in which an
Illinois Administrators' Academy course was required but
not completed, the licensee shall complete any missed
Illinois Administrators' Academy courses prior to
September 1 of that year. The licensee may complete all
deficient hours and Illinois Administrators' Academy
courses while continuing to work in a position that
requires that license until September 1 of that year.
(8) Any licensee who has not fulfilled the
professional development renewal requirements set forth in
this Section at the end of any 5-year renewal cycle is
ineligible to register his or her license and may submit
an appeal to the State Superintendent of Education for
reinstatement of the license.
(9) If professional development opportunities were
unavailable to a licensee, proof that opportunities were
unavailable and request for an extension of time beyond
August 31 to complete the renewal requirements may be
submitted from April 1 through June 30 of that year to the
State Educator Preparation and Licensure Board. If an
extension is approved, the license shall remain valid
during the extension period.
(10) Individuals who hold exempt licenses prior to
December 27, 2013 (the effective date of Public Act
98-610) shall commence the annual renewal process with the

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first scheduled registration due after December 27, 2013
(the effective date of Public Act 98-610).
(11) Notwithstanding any other provision of this
subsection (e), if a licensee earns more than the required
number of professional development hours during a renewal
cycle, then the licensee may carry over any hours earned
from April 1 through June 30 of the last year of the
renewal cycle. Any hours carried over in this manner must
be applied to the next renewal cycle. Illinois
Administrators' Academy courses or hours earned in those
courses may not be carried over.
(e-5) The number of professional development hours
required under subsection (e) is reduced by 20% for any
renewal cycle that includes the 2021-2022 school year.
(f) At the time of renewal, each licensee shall respond to
the required questions under penalty of perjury.
(f-5) The State Board of Education shall conduct random
audits of licensees to verify a licensee's fulfillment of the
professional development hours required under this Section.
Upon completion of a random audit, if it is determined by the
State Board of Education that the licensee did not complete
the required number of professional development hours or did
not provide sufficient proof of completion, the licensee shall
be notified that his or her license has lapsed. A license that
has lapsed under this subsection may be reinstated as provided
in subsection (b).

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(g) The following entities shall be designated as approved
to provide professional development activities for the renewal
of Professional Educator Licenses:
(1) The State Board of Education.
(2) Regional offices of education and intermediate
service centers.
(3) Illinois professional associations representing
the following groups that are approved by the State
Superintendent of Education:
(A) school administrators;
(B) principals;
(C) school business officials;
(D) teachers, including special education
teachers;
(E) school boards;
(F) school districts;
(G) parents; and
(H) school service personnel.
(4) Regionally accredited institutions of higher
education that offer Illinois-approved educator
preparation programs and public community colleges subject
to the Public Community College Act.
(5) Illinois public school districts, charter schools
authorized under Article 27A of this Code, and joint
educational programs authorized under Article 10 of this
Code for the purposes of providing career and technical

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education or special education services.
(6) A not-for-profit organization that, as of December
31, 2014 (the effective date of Public Act 98-1147), has
had or has a grant from or a contract with the State Board
of Education to provide professional development services
in the area of English Learning to Illinois school
districts, teachers, or administrators.
(7) State agencies, State boards, and State
commissions.
(8) Museums as defined in Section 10 of the Museum
Disposition of Property Act.
(h) Approved providers under subsection (g) of this
Section shall make available professional development
opportunities that satisfy at least one of the following:
(1) increase the knowledge and skills of school and
district leaders who guide continuous professional
development;
(2) improve the learning of students;
(3) organize adults into learning communities whose
goals are aligned with those of the school and district;
(4) deepen educator's content knowledge;
(5) provide educators with research-based
instructional strategies to assist students in meeting
rigorous academic standards;
(6) prepare educators to appropriately use various
types of classroom assessments;

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(7) use learning strategies appropriate to the
intended goals;
(8) provide educators with the knowledge and skills to
collaborate;
(9) prepare educators to apply research to decision
making;
(10) provide educators with training on inclusive
practices in the classroom that examines instructional and
behavioral strategies that improve academic and
social-emotional outcomes for all students, with or
without disabilities, in a general education setting; or
(11) beginning on July 1, 2022, provide educators with
training on the physical and mental health needs of
students, student safety, educator ethics, professional
conduct, and other topics that address the well-being of
students and improve the academic and social-emotional
outcomes of students.
(i) Approved providers under subsection (g) of this
Section shall do the following:
(1) align professional development activities to the
State-approved national standards for professional
learning;
(2) meet the professional development criteria for
Illinois licensure renewal;
(3) produce a rationale for the activity that explains
how it aligns to State standards and identify the

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assessment for determining the expected impact on student
learning or school improvement;
(4) maintain original documentation for completion of
activities;
(5) provide license holders with evidence of
completion of activities;
(6) request an Illinois Educator Identification Number
(IEIN) for each educator during each professional
development activity; and
(7) beginning on July 1, 2019, register annually with
the State Board of Education prior to offering any
professional development opportunities in the current
fiscal year.
(j) The State Board of Education shall conduct annual
audits of a subset of approved providers, except for school
districts, which shall be audited by regional offices of
education and intermediate service centers. The State Board of
Education shall ensure that each approved provider, except for
a school district, is audited at least once every 5 years. The
State Board of Education may conduct more frequent audits of
providers if evidence suggests the requirements of this
Section or administrative rules are not being met.
(1) (Blank).
(2) Approved providers shall comply with the
requirements in subsections (h) and (i) of this Section by
annually submitting data to the State Board of Education

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demonstrating how the professional development activities
impacted one or more of the following:
(A) educator and student growth in regards to
content knowledge or skills, or both;
(B) educator and student social and emotional
growth; or
(C) alignment to district or school improvement
plans.
(3) The State Superintendent of Education shall review
the annual data collected by the State Board of Education,
regional offices of education, and intermediate service
centers in audits conducted under this subsection (j) to
determine if the approved provider has met the criteria
and should continue to be an approved provider or if
further action should be taken as provided in rules.
(k) Registration fees shall be paid for the next renewal
cycle between April 1 and June 30 in the last year of each
5-year renewal cycle using ELIS. If all required professional
development hours for the renewal cycle have been completed
and entered by the licensee, the licensee shall pay the
registration fees for the next cycle using a form of credit or
debit card.
(l) Any professional educator licensee endorsed for school
support personnel who is employed and performing services in
Illinois public schools and who holds an active and current
professional license issued by the Department of Financial and

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Professional Regulation or a national certification board, as
approved by the State Board of Education, related to the
endorsement areas on the Professional Educator License shall
be deemed to have satisfied the continuing professional
development requirements provided for in this Section. Such
individuals shall be required to pay only registration fees to
renew the Professional Educator License. An individual who
does not hold a license issued by the Department of Financial
and Professional Regulation shall complete professional
development requirements for the renewal of a Professional
Educator License provided for in this Section.
(m) Appeals to the State Educator Preparation and
Licensure Board must be made within 30 days after receipt of
notice from the State Superintendent of Education that a
license will not be renewed based upon failure to complete the
requirements of this Section. A licensee may appeal that
decision to the State Educator Preparation and Licensure Board
in a manner prescribed by rule.
(1) Each appeal shall state the reasons why the State
Superintendent's decision should be reversed and shall be
sent by certified mail, return receipt requested, to the
State Board of Education.
(2) The State Educator Preparation and Licensure Board
shall review each appeal regarding renewal of a license
within 90 days after receiving the appeal in order to
determine whether the licensee has met the requirements of

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this Section. The State Educator Preparation and Licensure
Board may hold an appeal hearing or may make its
determination based upon the record of review, which shall
consist of the following:
(A) the regional superintendent of education's
rationale for recommending nonrenewal of the license,
if applicable;
(B) any evidence submitted to the State
Superintendent along with the individual's electronic
statement of assurance for renewal; and
(C) the State Superintendent's rationale for
nonrenewal of the license.
(3) The State Educator Preparation and Licensure Board
shall notify the licensee of its decision regarding
license renewal by certified mail, return receipt
requested, no later than 30 days after reaching a
decision. Upon receipt of notification of renewal, the
licensee, using ELIS, shall pay the applicable
registration fee for the next cycle using a form of credit
or debit card.
(n) The State Board of Education may adopt rules as may be
necessary to implement this Section.
(Source: P.A. 102-676, eff. 12-3-21; 102-710, eff. 4-27-22;
102-730, eff. 5-6-22; 102-852, eff. 5-13-22; 103-154, eff.
6-30-23.)

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(105 ILCS 5/21B-50)
Sec. 21B-50. Alternative Educator Licensure Program for
Teachers.
(a) There is established an alternative educator licensure
program, to be known as the Alternative Educator Licensure
Program for Teachers.
(b) The Alternative Educator Licensure Program for
Teachers may be offered by a recognized institution approved
to offer educator preparation programs by the State Board of
Education, in consultation with the State Educator Preparation
and Licensure Board.
The program shall be comprised of up to 3 phases:
(1) A course of study that at a minimum includes
instructional planning; instructional strategies,
including special education, reading, and English language
learning; classroom management; and the assessment of
students and use of data to drive instruction.
(2) A year of residency, which is a candidate's
assignment to a full-time teaching position or as a
co-teacher for one full school year. An individual must
hold an Educator License with Stipulations with an
alternative provisional educator endorsement in order to
enter the residency. In residency, the candidate must: be
assigned an effective, fully licensed teacher by the
principal or principal equivalent to act as a mentor and
coach the candidate through residency, complete additional

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program requirements that address required State and
national standards, pass the State Board's teacher
performance assessment, if required under Section 21B-30,
and be recommended by the principal or qualified
equivalent of a principal, as required under subsection
(d) of this Section, and the program coordinator to be
recommended for full licensure or to continue with a
second year of the residency.
(3) (Blank).
(4) A comprehensive assessment of the candidate's
teaching effectiveness, as evaluated by the principal or
qualified equivalent of a principal, as required under
subsection (d) of this Section, and the program
coordinator, at the end of either the first or the second
year of residency. If there is disagreement between the 2
evaluators about the candidate's teaching effectiveness at
the end of the first year of residency, a second year of
residency shall be required. If there is disagreement
between the 2 evaluators at the end of the second year of
residency, the candidate may complete one additional year
of residency teaching under a professional development
plan developed by the principal or qualified equivalent
and the preparation program. At the completion of the
third year, a candidate must have positive evaluations and
a recommendation for full licensure from both the
principal or qualified equivalent and the program

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coordinator or no Professional Educator License shall be
issued.
Successful completion of the program shall be deemed to
satisfy any other practice or student teaching and content
matter requirements established by law.
(c) An alternative provisional educator endorsement on an
Educator License with Stipulations is valid for up to 2 years
of teaching in the public schools, including without
limitation a preschool educational program under Section
2-3.71 of this Code or charter school, or in a
State-recognized nonpublic school in which the chief
administrator is required to have the licensure necessary to
be a principal in a public school in this State and in which a
majority of the teachers are required to have the licensure
necessary to be instructors in a public school in this State,
but may be renewed for a third year if needed to complete the
Alternative Educator Licensure Program for Teachers. The
endorsement shall be issued only once to an individual who
meets all of the following requirements:
(1) Has graduated from a regionally accredited college
or university with a bachelor's degree or higher.
(2) (Blank).
(3) Has completed a major in the content area if
seeking a middle or secondary level endorsement or, if
seeking an early childhood, elementary, or special
education endorsement, has completed a major in the

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content area of early childhood reading, English/language
arts, mathematics, or one of the sciences. If the
individual does not have a major in a content area for any
level of teaching, he or she must submit transcripts to
the State Board of Education to be reviewed for
equivalency.
(4) Has successfully completed phase (1) of subsection
(b) of this Section.
(5) Has passed a content area test required for the
specific endorsement for admission into the program, as
required under Section 21B-30 of this Code.
A candidate possessing the alternative provisional
educator endorsement may receive a salary, benefits, and any
other terms of employment offered to teachers in the school
who are members of an exclusive bargaining representative, if
any, but a school is not required to provide these benefits
during the years of residency if the candidate is serving only
as a co-teacher. If the candidate is serving as the teacher of
record, the candidate must receive a salary, benefits, and any
other terms of employment. Residency experiences must not be
counted towards tenure.
(d) The recognized institution offering the Alternative
Educator Licensure Program for Teachers must partner with a
school district, including without limitation a preschool
educational program under Section 2-3.71 of this Code or
charter school, or a State-recognized, nonpublic school in

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this State in which the chief administrator is required to
have the licensure necessary to be a principal in a public
school in this State and in which a majority of the teachers
are required to have the licensure necessary to be instructors
in a public school in this State. A recognized institution
that partners with a public school district administering a
preschool educational program under Section 2-3.71 of this
Code must require a principal to recommend or evaluate
candidates in the program. A recognized institution that
partners with an eligible entity administering a preschool
educational program under Section 2-3.71 of this Code and that
is not a public school district must require a principal or
qualified equivalent of a principal to recommend or evaluate
candidates in the program. The program presented for approval
by the State Board of Education must demonstrate the supports
that are to be provided to assist the provisional teacher
during the one-year 1-year or 2-year residency period and if
the residency period is to be less than 2 years in length,
assurances from the partner school districts to provide
intensive mentoring and supports through at least the end of
the second full year of teaching for educators who completed
the Alternative Educator Educators Licensure Program for
Teachers in less than 2 years. These supports must, at a
minimum, provide additional contact hours with mentors during
the first year of residency.
(e) Upon completion of phases under paragraphs (1), (2),

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(4), and, if needed, (3) in subsection (b) of this Section and
all assessments required under Section 21B-30 of this Code, an
individual shall receive a Professional Educator License.
(f) The State Board of Education, in consultation with the
State Educator Preparation and Licensure Board, may adopt such
rules as may be necessary to establish and implement the
Alternative Educator Licensure Program for Teachers.
(Source: P.A. 103-111, eff. 6-29-23; 103-488, eff. 8-4-23;
revised 9-1-23.)
(105 ILCS 5/26-2) (from Ch. 122, par. 26-2)
Sec. 26-2. Enrolled pupils not of compulsory school age.
(a) Any person having custody or control of a child who is
below the age of 6 years or is 17 years of age or above and who
is enrolled in any of grades kindergarten through 12 in the
public school shall cause the child to attend the public
school in the district wherein he or she resides when it is in
session during the regular school term, unless the child is
excused under Section 26-1 of this Code.
(b) A school district shall deny reenrollment in its
secondary schools to any child 19 years of age or above who has
dropped out of school and who could not, because of age and
lack of credits, attend classes during the normal school year
and graduate before his or her twenty-first birthday. A
district may, however, enroll the child in a graduation
incentives program under Section 26-16 of this Code or an

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alternative learning opportunities program established under
Article 13B. No child shall be denied reenrollment for the
above reasons unless the school district first offers the
child due process as required in cases of expulsion under
Section 10-22.6. If a child is denied reenrollment after being
provided with due process, the school district must provide
counseling to that child and must direct that child to
alternative educational programs, including adult education
programs, that lead to graduation or receipt of a State of
Illinois High School Diploma.
(c) A school or school district may deny enrollment to a
student 17 years of age or older for one semester for failure
to meet minimum attendance standards if all of the following
conditions are met:
(1) The student was absent without valid cause for 20%
or more of the attendance days in the semester immediately
prior to the current semester.
(2) The student and the student's parent or guardian
are given written notice warning that the student is
subject to denial from enrollment for one semester unless
the student is absent without valid cause less than 20% of
the attendance days in the current semester.
(3) The student's parent or guardian is provided with
the right to appeal the notice, as determined by the State
Board of Education in accordance with due process.
(4) The student is provided with attendance

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remediation services, including without limitation
assessment, counseling, and support services.
(5) The student is absent without valid cause for 20%
or more of the attendance days in the current semester.
A school or school district may not deny enrollment to a
student (or reenrollment to a dropout) who is at least 17 years
of age or older but below 19 years for more than one
consecutive semester for failure to meet attendance standards.
(d) No child may be denied reenrollment under this Section
in violation of the federal Individuals with Disabilities
Education Act or the Americans with Disabilities Act.
(e) In this subsection (e), "reenrolled student" means a
dropout who has reenrolled full-time in a public school. Each
school district shall identify, track, and report on the
educational progress and outcomes of reenrolled students as a
subset of the district's required reporting on all
enrollments. A reenrolled student who again drops out must not
be counted again against a district's dropout rate performance
measure. The State Board of Education shall set performance
standards for programs serving reenrolled students.
(f) The State Board of Education shall adopt any rules
necessary to implement the changes to this Section made by
Public Act 93-803.
(Source: P.A. 102-981, eff. 1-1-23; 102-1100, eff. 1-1-23;
103-154, eff. 6-30-23.)

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(105 ILCS 5/27-22.2) (from Ch. 122, par. 27-22.2)
Sec. 27-22.2. Career and technical Vocational education
elective. Whenever the school board of any school district
which maintains grades 9 through 12 establishes a list of
courses from which secondary school students each must elect
at least one course, to be completed along with other course
requirements as a pre-requisite to receiving a high school
diploma, that school board must include on the list of such
elective courses at least one course in career and technical
vocational education.
(Source: P.A. 84-1334; 84-1438.)
(105 ILCS 5/34-8.05)
Sec. 34-8.05. Reporting firearms in schools. On or after
January 1, 1997, upon receipt of any written, electronic, or
verbal report from any school personnel regarding a verified
incident involving a firearm in a school or on school owned or
leased property, including any conveyance owned, leased, or
used by the school for the transport of students or school
personnel, the general superintendent or his or her designee
shall report all such firearm-related incidents occurring in a
school or on school property to the local law enforcement
authorities no later than 24 hours after the occurrence of the
incident and to the Illinois State Police in a form, manner,
and frequency as prescribed by the Illinois State Police.
The general superintendent or the general superintendent's

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designee shall report any written, electronic, or verbal
report of a verified incident involving a firearm to the State
Board of Education through existing school incident reporting
systems as they occur during the year by no later than July 31
for the previous school year. The State Board of Education
shall report the data and make it available to the public via
its website. The local law enforcement authority shall, by
March 1 of each year, report the required data from the
previous year to the Illinois State Police's Illinois Uniform
Crime Reporting Program, which shall be included in its annual
Crime in Illinois report.
The State Board of Education shall receive an annual
statistical compilation and related data associated with
incidents involving firearms in schools from the Illinois
State Police. As used in this Section, the term "firearm"
shall have the meaning ascribed to it in Section 1.1 of the
Firearm Owners Identification Card Act.
(Source: P.A. 102-538, eff. 8-20-21.)
Section 10. The School Safety Drill Act is amended by
changing Sections 45 and 50 as follows:
(105 ILCS 128/45)
Sec. 45. Threat assessment procedure.
(a) Each school district must implement a threat
assessment procedure that may be part of a school board policy

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on targeted school violence prevention. The procedure must
include the creation of a threat assessment team. The team
must include at least one law enforcement official and
cross-disciplinary representatives of the district who are
most directly familiar with the mental and behavioral health
needs of students and staff. Such cross-disciplinary
representatives may include all of the following members:
(1) An administrator employed by the school district
or a special education cooperative that serves the school
district and is available to serve.
(2) A teacher employed by the school district or a
special education cooperative that serves the school
district and is available to serve.
(3) A school counselor employed by the school district
or a special education cooperative that serves the school
district and is available to serve.
(4) A school psychologist employed by the school
district or a special education cooperative that serves
the school district and is available to serve.
(5) A school social worker employed by the school
district or a special education cooperative that serves
the school district and is available to serve.
(6) (Blank). At least one law enforcement official.
If a school district is unable to establish a threat
assessment team with school district staff and resources, it
may utilize a regional behavioral threat assessment and

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intervention team that includes mental health professionals
and representatives from the State, county, and local law
enforcement agencies.
(b) A school district shall establish the threat
assessment team under this Section no later than 180 days
after August 23, 2019 (the effective date of Public Act
101-455) and must implement an initial threat assessment
procedure no later than 120 days after August 23, 2019 (the
effective date of Public Act 101-455). Each year prior to the
start of the school year, the school board shall file the
threat assessment procedure and a list identifying the members
of the school district's threat assessment team or regional
behavior threat assessment and intervention team with (i) a
local law enforcement agency and (ii) the regional office of
education or, with respect to a school district organized
under Article 34 of the School Code, the State Board of
Education.
(b-5) A charter school operating under a charter issued by
a local board of education may adhere to the local board's
threat assessment procedure or may implement its own threat
assessment procedure in full compliance with the requirements
of this Section. The charter agreement shall specify in detail
how threat assessment procedures will be determined for the
charter school.
(b-10) A special education cooperative operating under a
joint agreement must implement its own threat assessment

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procedure in full compliance with the requirements of this
Section, including the creation of a threat assessment team,
which may consist of individuals employed by the member
districts. The procedure must include actions the special
education cooperative will take in partnership with its member
districts to address a threat.
(c) Any sharing of student information under this Section
must comply with the federal Family Educational Rights and
Privacy Act of 1974 and the Illinois School Student Records
Act.
(d) (Blank).
(Source: P.A. 102-791, eff. 5-13-22; 102-894, eff. 5-20-22;
103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
(105 ILCS 128/50)
Sec. 50. Crisis response mapping data grants.
(a) Subject to appropriation, a public school district, a
charter school, a special education cooperative or district,
an education for employment system, a State-approved area
career center, a public university laboratory school, the
Illinois Mathematics and Science Academy, the Department of
Juvenile Justice School District, a regional office of
education, the Illinois School for the Deaf, the Illinois
School for the Visually Impaired, the Philip J. Rock Center
and School, an early childhood or preschool program supported
by the Early Childhood Block Grant, or any other public school

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entity designated by the State Board of Education by rule, may
apply to the State Board of Education or the State Board of
Education or the State Board's designee for a grant to obtain
crisis response mapping data and to provide copies of the
crisis response mapping data to appropriate local, county,
State, and federal first responders for use in response to
emergencies. The crisis response mapping data shall be stored
and provided in an electronic or digital format to assist
first responders in responding to emergencies at the school.
(b) Subject to appropriation, including funding for any
administrative costs reasonably incurred by the State Board of
Education or the State Board's designee in the administration
of the grant program described by this Section, the State
Board shall provide grants to any entity in subsection (a)
upon approval of an application submitted by the entity to
cover the costs incurred in obtaining crisis response mapping
data under this Section. The grant application must include
crisis response mapping data for all schools under the
jurisdiction of the entity submitting the application,
including, in the case of a public school district, any
charter schools authorized by the school board for the school
district.
(c) To be eligible for a grant under this Section, the
crisis response mapping data must, at a minimum:
(1) be compatible and integrate into security software
platforms in use by the specific school for which the data

10300SB3156sam001 - 171 - LRB103 36143 RJT 70979 a
is provided without requiring local law enforcement
agencies or the school district to purchase additional
software or requiring the integration of third-party
software to view the data;
(2) be compatible with security software platforms in
use by the specific school for which the data is provided
without requiring local public safety agencies or the
school district to purchase additional software or
requiring the integration of third-party software to view
the data;
(3) be capable of being provided in a printable
format;
(4) be verified for accuracy by an on-site
walk-through of the school building and grounds;
(5) be oriented to true north;
(6) be overlaid on current aerial imagery or plans of
the school building;
(7) contain site-specific labeling that matches the
structure of the school building, including room labels,
hallway names, and external door or stairwell numbers and
the location of hazards, critical utilities, key boxes,
automated external defibrillators, and trauma kits, and
that matches the school grounds, including parking areas,
athletic fields, surrounding roads, and neighboring
properties; and
(8) be overlaid with gridded x/y coordinates.

10300SB3156sam001 - 172 - LRB103 36143 RJT 70979 a
(d) Subject to appropriation, the crisis response mapping
data may be reviewed annually to update the data as necessary.
(e) Crisis response mapping data obtained pursuant to this
Section are confidential and exempt from disclosure under the
Freedom of Information Act.
(f) The State Board may adopt rules to implement the
provisions of this Section.
(Source: P.A. 103-8, eff. 6-7-23; revised 1-20-24.)
Section 15. The Vocational Education Act is amended by
changing Section 2.1 as follows:
(105 ILCS 435/2.1) (from Ch. 122, par. 697.1)
Sec. 2.1. Gender Equity Advisory Committee.
(a) The Superintendent of the State Board of Education
shall appoint a Gender Equity Advisory Committee consisting of
at least 9 members to advise and consult with the State Board
of Education and the State Board of Education's gender equity
liaison coordinator in all aspects relating to ensuring that
all students have equal educational opportunities to pursue
high wage, high skill, and in-demand occupations leading to
economic self-sufficiency.
(b) Membership shall include, without limitation, one
regional career and technical education system director with
experience in gender equity coordinator, 2 State Board of
Education employees, an appointee of the Director of Labor,

10300SB3156sam001 - 173 - LRB103 36143 RJT 70979 a
and 5 citizen appointees who have expertise in one or more of
the following areas: nontraditional training and placement; ,
service delivery to single parents; , service delivery to
displaced homemakers; , service delivery to female, male, and
nonbinary teens; , service delivery to students of color;
service delivery to members of special populations, including,
but not limited to, individuals from economically
disadvantaged families, English learners, individuals with
disabilities, individuals who are out of the workforce,
individuals experiencing homelessness, migrants, individuals
in foster care, and military students; business and industry
experience; , and career and technical education
Education-to-Careers experience. Membership also may include
employees from the Department of Commerce and Economic
Opportunity, the Department of Human Services, and the
Illinois Community College Board who have expertise in one or
more of the areas listed in this subsection (b) for the citizen
appointees. Appointments shall be made taking into
consideration expertise of services provided in secondary,
postsecondary, and community-based community based programs.
(c) Members shall initially be appointed to one-year one
year terms commencing in January 1, 1990, and thereafter,
until January 1, 2025, to 2-year two year terms commencing on
January 1 of each odd numbered year. Beginning on January 1,
2025, members shall be appointed as follows. The career and
technical education system director appointee, one State Board

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of Education appointee, the appointee of the Director of
Labor, and 2 citizen appointees, as determined by the State
Superintendent of Education, shall initially be appointed to
3-year terms and thereafter to 2-year terms; the remaining
members of the committee shall initially and thereafter be
appointed to 2-year terms; and all terms shall commence on
January 1.
Vacancies shall be filled as prescribed in subsection (b)
for the remainder of the unexpired term.
(d) At the first meeting following the start of each
calendar year, the Each newly appointed committee shall elect
a Chair and Secretary from its members to serve until the first
meeting of the subsequent calendar year. Members shall serve
without compensation, but shall be reimbursed for expenses
incurred in the performance of their duties. The Committee
shall meet at least bi-annually and at other times at the call
of the Chair or at the request of the State Board of
Education's
gender equity liaison coordinator.
(e) On or before December 15, 2023, the Committee shall
submit recommendations to the Governor, General Assembly, and
State Board of Education regarding how school districts and
the State Board of Education can better support historically
disadvantaged males, including African American students and
other students of color, to ensure educational equity.
(f) On and after December 31, 2023, subsection (e) is
inoperative.

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(Source: P.A. 102-863, eff. 1-1-23.)
Section 95. No acceleration or delay. Where this Act makes
changes in a statute that is represented in this Act by text
that is not yet or no longer in effect (for example, a Section
represented by multiple versions), the use of that text does
not accelerate or delay the taking effect of (i) the changes
made by this Act or (ii) provisions derived from any other
Public Act.